The Guidance of Junior High School Students’ Extracurricular Reading
|Keywords||junior high school students extracurricular reading guide|
The implementation of the new curriculum standards made reading after school became a highlight of Chinese teaching. Students want to learn Chinese well, it’s not enough to count on class teaching, and they also have to work hard on reading after school. Because of the reading in class and reading after school are two indescerptible parts, they supplement and facilitate each other. Students reading after school can not only expand their knowledge scope, improve their human culture literacy, increase the accumulation of their language sense, improve their language literacy; but also enrich their spiritual world and improve their moral literacy. Students reading after school can also help them with their oral expression, reading comprehension, and writing ability. Although the voice of "strengthening students’ reading after school in junior high school" became stronger and stronger, the status of junior high school students’ reading after school is still worried us. There are still many problems existed in junior high school students reading after school, and even many students did not fulfill reading into action. They behave as readers who lack of reading, reading with purpose and utilitarian tendency, lack of teachers’ guidance, or even reflected in the reading classroom, the students perform as lack of sensibility, imagination, puerile expressions, along with lack of oppugn capacity, and superficial literature mastery.This paper focused the investigation and research on the status of junior high school students reading after school and the causes for these problems. Aimed at these problems, I combined with general Chinese education ideas, the purpose and function of literary education and the concepts of new curriculum, try to find some practical improvements strategies for evaluate and guide reading after school. From the four principles of "unify curricular and extracurricular’ "unify encouragement and guidance", "unify reduce the burden and raise the burden", "unify practicality and transcendence" and combined with the age and psychological characteristics of junior high school students, I’ll give them extracurricular reading guidance, and then provide scientific, reasonable and effective evaluation strategies. Follow the principles of incentive, participation, achievement, diversity during the evaluation, propose interesting and practical activities like write book review, open read-book exchange community, make hand-writing newspapers by students themselves, hold the speech contests and so on, to inspire students reading interest and initiative, which will really bring the effect of reading after school in to play, so that the language literacy of students will be greatly improved.