How to deal with the impact of digital reading on Chinese teaching

Digital reading teaching has many reading advantages such as mobility, on-demand, retrieval and entertainment. Virtuality and real-time interactivity are the basic characteristics of digital reading. The virtual reality provided by the digital age allows readers to immerse themselves in it and get a real live experience. This is quite different from the traditional way of accepting literature. Therefore, it is urgent for us to establish a new concept of Chinese reading teaching in the digital reading era, explore a new model of Chinese reading teaching in line with the digital reading paradigm, and form an operable Chinese reading teaching scheme to meet the reading needs in the digital era. Because only with the change of Chinese reading object, reading content and reading context can Chinese reading teaching with aesthetic and emotional education function be full of vitality.

(A) the pursuit of openness in reading teaching

With the change of reading methods and forms, the teaching paradigm of Chinese reading presents a diversified development trend. In the past, the Chinese reading mode of national unity and one thousand people is gone forever. Therefore, only by facing up to this diversified and diversified pattern and adopting an open attitude towards reading teaching can we grasp the initiative of reading teaching, make Chinese education keep pace with the times, meet the needs of the times and have the flavor of the times, and give full play to the constructive role of Chinese education in humanities education. On the contrary, if the current Chinese reading teaching is full of prejudice, obsessed with shortcomings, narrow vision, blind to the development ecology of digital reading mode, or even limited to rigid thinking, criticizing the current literary ecology will inevitably lead to the rigidity of Chinese education and teaching mode. Chinese reading teaching in the context of diversified digital reading paradigms should conform to the development of the times, guide Chinese educators and students to establish Chinese reading teaching concepts that adapt to the development of diversified contexts of Chinese reading teaching, accept digital reading paradigms with an open mind and an open consciousness, and deal with diversified Chinese reading teaching paradigms.

(B) to strengthen the richness of reading teaching

In contemporary cultural life, the mass media has gradually formed an all-media form with multiple coexistence and three-dimensional extension. This mode expands the living space of traditional reading works and provides new growth points and support points for the reading and dissemination of traditional reading works. Through the combination and fusion of traditional reading content, new media and new technology, unprecedented unlimited potential is bred. At the same time, this all-media form enables reading objects and reading information to run quickly across media, which provides many possibilities for Chinese reading teaching. If the reading teaching in the past was faced with a single mode and used to accept the texts and works of paper media, then now it is faced with the all-media integration of multimedia. Therefore, the current Chinese reading teaching is facing the problem of how to integrate many reading resources. In other words, Chinese reading teaching in the digital reading era should have all-media reading awareness, fully consider the communication and interaction of various reading media resources including traditional books, fully face up to the objective reality of cross-media communication and operation of reading teaching, comprehensively integrate various modern media reading resources including paper media, actively improve reading teaching concepts and ways of speaking, constantly update knowledge structure, improve knowledge reserves, and promote the transformation and convergence between traditional reading teaching mode and modern reading teaching mode.

(C) Pay attention to the artistry of reading teaching

The traditional Chinese reading teaching is single in form, rigid in mode and simple in method. Basically, the teacher plays monologues, and the students just passively participate in reading. Under the background of diversified reading methods, Chinese reading teaching should respect students' subjective consciousness as the main body of reading teaching and give them full humanistic understanding. As the subject of reading teaching, students are not passive audiences. They have inner feelings, will and personality, which need teachers' full respect and understanding, and respect students' reading ability, understanding, appreciation and creativity. At the same time, as the main body of reading teaching, we should pay attention to cultivating students' interest in reading. As the saying goes, interest is the best teacher. First, actively encourage students to "extensive reading", that is, extensive reading; Second, actively guide students to "intensive reading", that is, read classic works repeatedly; Third, actively guide students to "enjoy reading", that is, read the works they are interested in. In addition, as the leader and organizer of reading teaching activities, teachers should actively induce students to choose their own reading media and reading paradigm. Generally speaking, it is not appropriate to interfere with or criticize the reading media and reading paradigm chosen by students.

(4) Maintaining the Classicality of Reading Teaching With the advent of the digital reading era, Chinese reading has entered a diversified era, and the reading objects are all muddy. In view of this, the reading of classic works is essential, and Chinese reading teaching should advocate reading classic works. Because the classic works are full of humanistic spirit, dare to face society and life directly, pay attention to deep-seated social problems, and have lasting vitality and strong artistic spirit and appeal. To optimize Chinese reading teaching in the digital age, we should vigorously advocate reading literary classics. First, actively guide students to read classics and bring the reading of classic works into the main channel of reading teaching; Second, actively introduce classics, and induce and attract students to actively read classics through reading sessions, appreciation sessions, academic lectures and other forms; The third is to call on students to read or recite classics intensively, so as to lay a solid foundation of language and writing for students.