Textual Intensive Reading Method In Senior Middle School Teaching

Teaching novels in senior high school plays an important role in the whole teaching process,and now there are different novel teaching methods,but most of the teachers still use the traditional way,which shows its obvious flaws.Based on high school language teaching materials and combined with high school learning situation,the "Textual Intensive Reading Method"(TIRM)in the paper,makes a specific analysis of the TIRM in high school novel teaching according to the theory of Textual Intensive Reading(TIR).The introduction mainly includes the proposed question and the significance of the study.The first chapter briefly introduces the source of the TIRM theory and the intensive reading study of Chinese text.The "new criticism" focuses on the use of semantic method to analyze the article separately,which separates the relationship between the article and the author.According to Jin Shengtan,readers' active participation and good understanding of the author's intention will help form a close the relationship between the article,the reader and the author.This paper introduces the meaning and difference of TIR in the context of curriculum.TIR under the context of teaching process is intended to enable students to have a better understanding of the article.First,teachers accept the theory of TIR,absorb the useful part and then use it during the actual teaching process.Through the "Chinese curriculum standards",teachers explain the necessity of intensively reading the text.Curriculum standards require students to make progress in the accumulation and integration,feeling and appreciation,thinking and understanding,application and development and discovery and innovation.Using TIRM,teachers can better promote students' understanding of the text and improve students' analytical skills.The second chapter tries to have a good understanding of the current situation of high school fiction teaching through the questionnaire survey and finds a lot of problems.Both teachers and students know little about TIR and teachers do not like to use TIRM to teach student,which doesn't attract teachers' attention.Although students like the novel texts,they treat novel texts as a simple reading.Moreover,their interests of the network novels go beyond the classics.Students' situation of extracurricular reading is not optimistic.Few students just read masterpieces and fragmented reading springs up.Some of teachers use TIRM casually and they cannot use it well during the text preparation process.In short,when changing the traditional concept of novel teaching,teachers need to strengthen the cultivation of literary theory,change utility-oriented reading into experiencing reading of the connotation of texts,design different levels of problems for different students when designing classroom problems.The third chapter,based on the five novels of Senior High School Textbook Compulsory 3 and 5 published by People's Education Publication,introduces the strategies of the application of TIRM in the practical teaching.First,it is necessary to have a whole perception of the article on the basis of the original.The novel in the text is usually remodeled into film and television works,which teachers show to students in class,thus affecting students' understanding of the articles.To achieve a comprehensive understanding of the article,students should be encouraged to read the originals.Only in this way are students more likely to have a sense of problem.After students have the overall perception of the articles,teachers select the appropriate teaching methods,according to Wang Rongsheng on the selection of the four categories of literature.In the case,teacher Yi uses "Border City" as an example to analyze,making students feel the charm of the motherland language and appreciate the profound cultural connotations.If the novel is long,teachers,when using TIRM,should find the key points according to the main idea of the article.But it is important to note that not all of the articles should take this same method.Probably,a word,a sentence or a paragraph plays a key role in understanding the connotation of the article,especially the contradictions in the article according to Sun Shaozhen's contradictory analysis.Some repeated content in the novel is worth teachers' attention.When some points are not the same content,it is necessary for teachers to sum up the same form and connotation.For example,"tears" shed by different people in the text Lin Daiyu Entering Jia Mansion demonstrate various character respectively.The title of the novel is often tested in the novel texts in the college entrance examination paper,so teachers can focus on the title to design class questionsor,deepen students' comprehension of main ideas of the article.Emphasis should be put upon the title-related questions so as to improve students' test ability.Questions in class should be necessary and targeted,aiming to stimulating students' thinking consciousness.Meantime,TIRM should be taught to students.