On how to guide students to carry out creative reading in Chinese teaching in middle schools

Reading teaching is a very important link in junior middle school Chinese teaching. Today, with the curriculum reform of basic education, how to jump out of the traditional teaching mode and change the old passive learning mode that students want me to learn, so that students can fully experience that they are the masters of learning in Chinese reading learning, pay attention to cultivating the consciousness and habits of autonomous learning, cultivate the ability of inquiry reading and creative reading, and carry out independent inquiry reading teaching in an all-round way is a topic that many junior middle school Chinese teachers are generally concerned about. Below I will talk about my superficial views and understanding on my own Chinese reading teaching practice.

The curriculum reform of basic education advocates students' active participation, willingness to explore and hard work, and cultivates students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate. Chinese curriculum standards also advocate that reading is an individual behavior of students, and teachers' analysis should not replace students' reading practice. Let students deepen their understanding and experience, feel and think, be infected by emotions, gain ideological enlightenment and enjoy aesthetic taste in active thinking and emotional activities. Advocate multi-angle and creative reading, use reading reflection and criticism to expand thinking space and improve reading quality. Suhomlinski, a famous educator, said: There is always an inner need in people's hearts to regard themselves as a discoverer, researcher and explorer. Junior high school students have strong psychological autonomy, but they are dependent on teachers in behavior. They already have some elementary and simple understanding of the world, and they have the potential power to actively explore. However, due to students' superficial understanding, the learning methods need to be further adjusted. Therefore, in junior high school Chinese reading teaching, we should take the road of independent inquiry reading and cultivate students' independent learning and innovation ability.

Independent inquiry reading refers to students' self-reliance, inquiry learning attitude and innovative spirit in the process of Chinese reading teaching. Through active creative learning activities, they give full play to their own advantages and potentials, acquire knowledge and create skills independently, realize independent development and optimize their own quality.

The core goal of self-inquiry reading is to change teaching into learning. The basis of its teaching theory is that students are the main body of learning activities, and teachers' duty is to organize, help and guide students' learning. Independent inquiry reading is an effective way to change students from passive knowledge containers to active inquiry learners. It takes stimulating students' interest as the starting point, creating learning space as the carrier, autonomous inquiry learning as the core, and cultivating independent innovation ability as the goal, so that students can learn to explore, experience, discover, choose and educate themselves independently.

In the specific practice of Chinese reading teaching, I think we might as well start from the following aspects:

First, give students enough independent space to stimulate their interest in inquiry.

In the traditional Chinese reading teaching mode, teachers teach students how to learn in one class, ignoring students' personality differences, giving students little room for autonomy, which is difficult to stimulate students' interest in learning and is not conducive to cultivating students' awareness and habits of autonomous learning. As a conscious motivation and cognitive tendency, interest plays a guiding, promoting and inspiring role in students' autonomous inquiry learning. Educator Comenius once said? Interest is one of the main ways to create a happy and bright teaching environment. Interest is the psychological tendency of students to actively participate in teaching activities, and interest is the internal motivation to promote students' learning. When students are interested in learning, they will be willing to learn and show a high degree of concentration and keen perception. Tolstoy once pointed out that successful teaching needs not coercion, but stimulating students' interest.

In a reading teaching class, if the teacher blindly plays the leading role and doesn't give students enough independent space, where does the students' interest in learning come from, and of course there is no consciousness of independent inquiry. From this point of view, we should give students enough independent reading space to stimulate students' independent inquiry consciousness in the reading process. Giving students enough independent reading space does not mean that they don't need teachers, so that students can read like aimless young monks chanting scriptures. On the contrary, the teacher's leading role is very important at this time, that is, how to stimulate students' interest in reading materials. Such as establishing an equal and harmonious relationship between teachers and students, creating a learning atmosphere of independent cooperation, using a variety of incentive mechanisms, and designing multi-angle and multi-directional questions. , are conducive to stimulate students' interest in inquiry.

When designing questions and asking questions, we should combine the old and new knowledge with the current situation of students' knowledge and ability, design some stimulating, exploratory, migratory and divergent questions, and create endless teaching realm, which can cause students' cognitive conflicts or arouse students' strong curiosity and thirst for knowledge, and make full psychological and intellectual preparations for independent inquiry reading. How big is the question space, how big is the space for inquiry, and how high is the interest of students in independent inquiry.

For example, to study the footprints on the moon, we can design an open preview homework before class: approaching the moon (1) How much do you know about the traditional stories about the moon, (2) How much do you know about idioms, couplets and famous poems about the moon, (3) Is the environment on the moon the same as ours, what's on it, and (4) When did humans first land on the moon? (5) How do you think humans should develop and utilize the moon? The design of these questions gives students the opportunity to find information and cooperate and exchange. In the classroom, when students read independently, they are interested in inquiry, and they can receive a multi-angle inquiry reading effect based on the text and jumping out of the text.

Second, teach them to replace fish with fish and create conditions for independent inquiry reading.

In Chinese reading teaching, in order to improve students' autonomous reading efficiency and stimulate students' interest in inquiry, our teachers should guide students in reading methods instead of simply imparting knowledge. Students have some reading methods and skills provided by teachers, just for him.