"The public is not a passive part, it is not just a reaction, on the contrary, it is a dynamic composition of history. The historical life of a literary work is unthinkable without the active participation of the recipient." [1]
In the perspective of reception theory, the reader is endowed with the right to take the initiative to become independent creators. Left the reader, the text is a pile of meaningless words and phrases, can not be called the work of the strict sense. Middle school language teaching material, if left the teacher's solution, student's reading, loses the language teaching material own educational value. The new curriculum standard clearly points out: "reading is a student" s individual behavior, and should not be replaced by the teacher "s Analysis...... Must pay attention to the student's unique feeling, experience and understanding." However, in the Chinese reading teaching practice, traditional one-man, chalk and talk is still on the podium enraptured, the student has become the passive receivers, resulting in reading the dislocation of the main body. As time passes, the student's reading inertia to develop, not willing to read, but waiting for the teacher to teach. Even in middle school Chinese reading test, students face reading text also at a loss, not the real independent reading, but trying to figure out lack of teacher's mind, trying to consistent with the standard answer. Kill students' autonomous reading ability, is tantamount to stifle students' creative ability and youthful passion. Especially in the information age, knowledge update speed up, develop the habit of independent reading, and consciously dig the ability to get useful information is very important.
Independent reading is the student by interest in natural reading, on their own initiative independent reading text, through their existing knowledge to get new information or get pleasure reading. The whole process is leisurely, no any repressed, also do not to answer and anxiety disturbed. According to the present Chinese teaching practice and the request of the new curriculum standard, the middle school language teacher can exert oneself from the following several aspects, cultivate the student's ability of independent reading.
One, focus on innovation of Chinese classroom teaching mode
For a long time, by Chinese traditional teaching ways, "the teacher, proselytizes instructs dispels doubt." Teachers are always in a dominant position in teaching and learning. Chinese reading teaching also therefore formed a fixed pattern, no matter what the text, language teachers always stereotyped type in accordance with a brief introduction to the author, background analysis, Title Analysis, the words to explain, perceive the text and paragraph level, the gist, writing characteristics of the universally applicable fixed mode of teaching, this kind of Chinese reading teaching, not only tied the creativity of teachers, more easy to enable students to understand the mindset in reading, affecting students' creative interpretation of the text. If teachers take the initiative to withdraw from the dominant position, let the students active dialogue with the strange text, works of strange often feeling and mind of students to form a strong impact, students with curiosity to strange perception of soul. As Sutter said: "reading is what you are predicting, waiting for it.". You predict the end of the sentence, the next sentence, the prediction of the next page. You wait for them to prove that your prediction is correct." [2]
In this prediction and waiting, the students in the dialogue with the text, or the understanding of the text and Xin readily, or with the text of the "conflict" and puzzled. Teacher relegated to the dominant position, and not completely withdraw, but to good at make the best use of the circumstances, through the provision of "confusion" or is solution "confusion" to guide the realization of the goal of language teaching. Teachers should be good at changing the traditional teaching methods to the problem of teaching methods, and guide students to find the problem, to solve the problem of motivation. For some difficult problems, you can allow students to discuss freely or with the students to pursue, to find the answer to the question. This reading goes beyond the secular utilitarian factors, away from the completion of homework, answer questions, to cope with the examination, training skills of these mandatory technical indicators. Let the students with interest and intrinsic motivation, the whole body, and works for the soul of dialogue. Maybe there are teachers worried that students do not like to read how to do? Instead of forcing students to read, it is not as important to guide students to understand the importance of reading.
In language teaching practice, teachers should according to the characteristics of the content of each article, design ingenuity, lets the student in constantly hope, constantly surprises, began a new text of dialogue and exchanges. In learning exposition "in the southwest of Lichee June Dan", I to the class in groups as a unit distributed fresh litchi, let them see litchi, litchi taste, then with lychee "as the topic said litchi, finally let the students write their hearts of litchi, then write their own" lychee "and in the text" lychee "contrast, compare the pros and cons, identify gaps, summed up the text highlights. Then ask why is there such a gap, let the students in comparison to a profound understanding of the subtleties of the text, on the basis of in-depth understanding of the formation of reading and writing ability.
Two, actively guide students to actively find
There is doubt in your school, but the traditional reading teaching but few students to take the initiative to find space, from the word, word, sentence to words, repair, logic, language teachers to take the trouble to explain, analysis, this exhaustive approach, occupied in reading time course for all students with heavy Ren Wu reading, had been too busy to text free dialogue, dull atmosphere in the classroom, depressed. Students are always in a passive acceptance of the status, waiting for the teacher to ask questions, waiting for the teacher to provide ready-made answer to the standard, students as the main body in reading is suppressed, by dare not: insights to not have the chance to express their views, even no independent opinion. The reading subject has been replaced, which leads to the laziness of students' thinking, even degradation, and gradually lost the ability of self feeling and active creation. The potential meaning of the text only in the independent reading will be revealed in a steady stream of ", three points, seven points reading" is the truth. Therefore, Chinese teachers should focus on guiding students to dare to find the problem, dare to challenge, dare to put forward their own different opinions.
In the study of Zhu Ziqing "Moonlight over the lotus pond", students in the first read the text after proposed: at the beginning and end of the "wife" of the character, and scenery lyric prose have what relation? Arrangement show ingenuity, looseness or gossip? Can not be discarded in the selection of material? Why? When the students after the discovery of the problem, teachers should give full affirmation and then and students think together, lets the student boldly say their own ideas, just speak in, teachers should be encouraged, there is no need to even emphasize the idea of unity, the students are allowed to have different understanding. In this way, students will feel the infinite happiness in the Chinese reading. The students will take a pair of eye to read every article, found the problem, I feel happy. Student's ability of independent thinking and divergent thinking ability is thus comprehensively promoted.
Learning without thinking is useless, the Chinese reading teaching should establish a sense of ownership of the students, to students thinking of the free, and guide students to self study, self discovery, self creation. As the German bourgeois democratic educator Diesterweg said: "a bad teacher complimentary truth, a good teacher teach to discover the truth." In teaching, teachers can be the audience, so that students rely on their own reading to discover new knowledge, solve problems, and guide students to put into the situation, appreciate the works, so that students experience the fun of discovery and creation.
Three, strive to create a good reading atmosphere
The new curriculum standard is clear: Chinese curriculum should be committed to the formation and development of students' language literacy. The formation and development of Chinese accomplishment, not just rely on classroom teaching and Chinese teaching material, but also as far as possible to expand the horizons of students reading, the so-called "Kung Fu in extracurricular" is to all attaches great importance to the Chinese teaching and Chinese teaching material outside the Chinese reading activities, and make full use of extracurricular reading to improve students' humane accomplishment. In the final analysis, it is to create a good reading atmosphere for students to develop their own good habits of reading.
In the information society, network is very rich in resources, students can read the text can be described as good and bad, especially with mobile phone reading interest, some martial arts, romance, horror fiction become hotspot in students' reading and lead students raffish, abandoned their studies, some of which even fall. The good atmosphere of middle school students to read the useful text is in urgent need of cultivation. One is to build class reading corner, and guide students to read the useful text. New media reading brings convenience at the same time, so that teachers and parents can not guide. The teacher should reasonable guide students establish the class reading angle, suggested that students each reading 1 to 2 the useful books, to encourage students to each other to buy their own books real name registration under the class reading angle, by teacher designated person responsible for borrowing. This practice is helpful to guide students to develop good reading habits, but should persevere. Two is to carry out regular reading exchange activities, encourage students to read useful text. Students showed strong desire for that language teachers to organize to carry out reading experience exchange activities, let every student to speak out my own reading experience, write out the recommended himself to read books to other students. Reading experience exchange activities, not only the students reading the harvest of an exciting show, but also encourage students to continue to read the effective measures. Three is to actively organize students' own literary societies, to stimulate students' creativity. The purpose of reading is to enrich their own field of vision, expand the knowledge space, and stimulate students' creative potential. Chinese teachers should take the trouble to let students per session to create their own literary societies, let the students read their own feelings and growing footprint with their tender notes loaded.
Good reading atmosphere can make the students develop good independent reading habits, and good immediate habits can benefit the students for life. Mo Yan because of magic realism fusion legends, history and present was awarded the Nobel Prize in literature, this and his childhood love reading is inseparable. Chinese teachers in efforts to improve the quality of teaching Chinese reading teaching at the same time, but also to create a good language to read a good atmosphere, so that every student in reading to enrich the joy of growth.
Generally speaking, it is an effective way to improve students' independent reading ability, which is an effective way for every Chinese teacher to create a healthy and upward personality. Therefore, Chinese teachers to make full use of in class and out of class a space, the innovation of Chinese reading teaching mode, questioning teaching platform construction, guide students with free text dialogue, independent study, to acquire new knowledge.
reference
[1] (DE) Jauss.) Holub with. The aesthetics of reception and reception theory [M]. Zhou, Jin and Yuan PU. Liaoning: Liaoning People's publishing house, 1987.24.
[2] Wei Zhicheng: the situation of Chinese language teaching [M]. Nanning: Guangxi Education Press, 1996.76.