Do you think there is an over interpretation of Chinese reading comprehension in secondary schools?

I don't think there's a problem with over-interpretation in middle school reading. Because nowadays secondary school teaching is based on the syllabus. This is true both in reading and in other ways.

Therefore, the teachers are all teaching according to the requirements, so the problem of over-interpretation of reading in middle school does not exist. <>

It is. Over-interpretation has exceeded the comprehension ability of the original author, and it may be that if the author who wrote the article at that time did those reading comprehension questions, she might not be able to make so many answers, or such perfect answers, because he himself did not expect that his words had so many deeper meanings. <>

We may sometimes underestimate the learning ability of middle school students, they can understand a reading comprehension more deeply than the teacher, so the middle school Chinese reading comprehension may be a little higher in the teacher's mind, but since the student can understand, we don't need to worry a lot. <>

This definitely exists, because there are some teachers who like to get to the bottom of it, and it has to do with the way the teachers teach, they don't have any other way of teaching, but there are some teachers. Students are required to work on their own content, in class, in small groups, and on presentations, so that there is no over-interpretation of what they interpret on their own, not by the teacher.

There are instances of over-interpretation. Today's children have very strong comprehension skills, teachers, but they will dig into a lot of words in it, tell them one by one, what does that mean, don't let them memorize all the meaning of the idiom, in fact, they themselves can understand. I just can't say it.

That's just the level on paper.

There is a situation of over-interpretation in Chinese reading in secondary schools. I remember when I was in high school, my teacher paid special attention to reading, so every time I taught reading, I would talk about it word by word. In many cases, it is not only difficult to understand, but also time-consuming and laborious.

In fact, it is not just reading in middle school, but China has always attached more importance to language, so it is too much to understand reading. The situation has always existed, in fact, there is no need to understand the article so thoroughly, because everyone has different ideas after reading an article, and it is impossible to make everyone's ideas plan uniformly, so the scoring points are only given to a few people with the same answer.

In my opinion, because everyone can get a good score in the college entrance examination, the reading comprehension of these languages will naturally be put in a very important position, in middle school Chinese reading comprehension, in fact, there is no need to understand too deeply, but the teacher in order to make the child understand more profoundly, there will be such an over-interpretation situation.

I think there is a state of over-interpretation in secondary school Chinese reading. Because the teacher wants to explain it to you very clearly, and the teacher's purpose is to let you understand this article more deeply. So sometimes the teacher doesn't take into account the student's receptivity.

I think there is a situation of over-interpretation in Chinese reading in middle school. Because many times, in order to achieve a clearer purpose, the teacher will keep reading this article. As for the fact that sometimes the meaning of the author himself is misinterpreted. I don't think that's desirable.

Today's children are very precocious, and their comprehension skills are very strong. Some of the current junior high school reading cannot meet their needs. They themselves will also choose some extracurricular reading materials to meet their needs.

So there is no such thing as over-interpreting. They can decipher it themselves.

In fact, now middle school students are more mature, and they may have a deeper understanding than we imagined when facing some reading comprehension, so middle school Chinese reading comprehension, for them, is actually a lot of things to learn, not very difficult, so there is no over-understanding.

Chinese reading generally allows you to read new words first, and then let students read the texts and questions by themselves. There is no over-interpretation of modern texts in general, and teachers let students learn on their own. However, their comprehension ability is relatively poor in classical Chinese and ancient Chinese, and they need the teacher to interpret and translate them sentence by sentence.

I think this situation definitely exists, because when we were in high school, there may be a lot of things that the teacher said, which may not necessarily be covered in the file, but he asked us to write it, otherwise there will be no such scoring point, and I don't think it is possible for people to understand to that step.

Times are evolving, and so are children. You can't compare what you learned when you first started middle school with what your child is learning now. What they learn is what the Ministry of Education has studied and is suitable for most junior high school students.

So I don't think there's an over-interpretation of their textbooks.

Some people have done some surveys to find their readers and ask readers to do some reading comprehension questions, but readers can't complete them well, so this proves that there is an over-interpretation of Chinese reading comprehension in middle school.

1.Topics can stimulate rich associations: The theme of stories can easily make rich associations, thinking of many examples and familiar stories.

This kind of easy-to-associate subject matter is more conducive to students' inspiration, and if they can use their own reading experience and give some vivid examples, it will definitely add a lot of color. That's what I feel about this question. 2.

The title has practical implications: talking about the power of storytelling, it actually provides an entertaining and educational perspective. Learning to use story techniques can effectively advance the sense of education, values education and cultural inheritance.

It is very helpful for language learning and life practice, which makes me feel like this topic. 3.The topic examines the breadth of students' thinking:

To comprehensively discuss the power of storytelling, students need to have a broad mind and be able to think about problems from multiple perspectives. It is difficult for a single or superficial mind to do an in-depth study of this topic. This breadth type of question is more difficult, but it will also get a high score if it is done well.

4.Communication and connection: Stories have a powerful power to communicate and can connect people across time, culture, and language boundaries.

By sharing stories, we can understand each other's experiences, perspectives, and emotions, promoting communication and understanding. 5.Influence and inspiration:

Stories have the power to inspire emotions, touch hearts, and even change the way they think and behave. Classic literary works, films, and ** can resonate with viewers or readers by telling a moving story and give them new revelations and insights. 6.

Stimulate imagination and creativity: Stories can spark people's imagination and create energy, allowing us to enter a whole new world and experience different plots and characters. By creating and sharing stories, we can explore new possibilities and discover our inner creativity and expression.

What to do if your child's Chinese reading comprehension skills are poor.

Any learning starts with reading, so it is very necessary for parents to cultivate their children's reading comprehension skills. If you want to improve your child's reading comprehension ability, I have compiled the relevant content of your child's poor Chinese reading comprehension ability below, I hope it will help you!

1. Let the child read aloud so that the child has to slow down the reading speed so that he has more time to process the information he reads. In addition, children are not only able to see, but also to hear what they read. Parents can take turns reading aloud with their children.

2. Provide children with appropriate reading materials and ensure that children have a large number of reading exercises of moderate difficulty. Without any help, the child should be able to recognize 90 words. If the number of new words is greater than this ratio, the child will try to figure out the words.

There will be more pauses in the meaning, which will affect the understanding of the general idea of the whole article.

3. Read aloud repeatedly to improve fluencyIn order to develop a sense of language and better understand the meaning of the text, children need to read aloud quickly and fluently, and this skill is called fluency. By the end of the second grade, your child should be able to read aloud for 200 minutes.

Repetitive reading aloud makes the reading material familiar and simple, which not only helps the child understand the words deeply, but also enables the child to read more fluently.

4. Reading with questions and reading aimlessly is a lazy way of reading. The first step in improving a child's reading level is to cultivate a purposeful reading habit. A child glances at ten lines and flips through everything, which cannot be regarded as real reading; Only reading with questions and notes can be considered real reading.

Before reading, parents can assign a few specific and simple questions to their children and tell them that the purpose of reading is to solve these problems. After reading the passage, ask your child a few questions that he or she has asked before. Reading with questions is very beneficial to the cultivation of his ability to analyze and solve problems in the future.

5. You can use color marks for marking and marking notes, or you can use special symbol markings, such as drawing wavy lines, etc. The main ways to take notes are: evaluative notes, interrogative notes, summary notes, transcription notes, and impression notes.

Asking children to take notes according to the above 5 note-taking methods, and then evaluating the child's results according to the quality of each note-taking method can motivate the child to improve the quality of the note-taking. The significance of making marks and taking notes not only deepens the understanding of the article, but also this good habit will benefit the child for life.

6. After reading an article, let the child briefly talk about the original content in his own words, or let the child describe a thing orally, which can be a movie, TV plot, a person, a thing, a family, a school, a child's favorite song, etc., which can not only actively mobilize the brain to think, but also improve the child's logical thinking ability.