The Study Of Classical Vernacular Novels In Middle School Chinese Under The "271" Teaching Model

Classical vernacular novels are one of the selected Chinese literary styles textbooks of school middle.Though they are not large,they are excerpted from Chinese classics masterpiece.They not only carry Chinese classical culture,but also enrich the essence of literature and art.Exploring the teaching model suitable for classical vernacular novels is the basis for accomplishments of teaching Chinese classical vernacular novels in middle schools,and also a way to improve the appreciation level of middle school students and improve their classical culture attainment.Though there are many researchers of teaching model in recent years,and many new teaching models are put into practice,there are no one has explored teaching models for classical vernacular novels.So this paper takes the "271 teaching model" as the starting point,"‘271' teaching model of classical vernacular novels in the vernacular teaching" as the research object,on the basis of researching related materials about classical vernacular novels teaching,teaching model and the “271” teaching model,through interviews,classroom observation and physical collection to carry out research task.On the basis of reflection and optimization of the teaching model of classical vernacular novels,to provide a feasible idea of exploring the teaching model of middle school Chinese classical vernacular novels.The paper consists of three big parts: the introduction,the main body and the conclusion.The basic structure and main achievements are as follows:The introduction part describes the research background,research significance and research methods,and defines three main concepts related to this research.At the same time,the literature related to this research was combed and reviewed.The first chapter is the theoretical study of Chinese classical vernacular novels and their teaching in middle school.Through the analysis of the curriculum standard and teaching materials proportion,to make clear the position of Chinese classical vernacular novels in the middle school,and then analyse the characteristics of the selected articles in space,language,age,aesthetic conception,narrative and other factors,sum up the teaching features in the knowledge,humanistic and artistic,finally elaborated the function of Chinese classical vernacular novels in middle school.The second chapter carry out the research of current situation of the teaching of Chinese classical vernacular novel under the “271” teaching model in middle school.Take the Binzhou Xingzhi school who implements the “271” teaching model as the research object,To elaborate the "271 model" of the school in detail on the five elements of teaching model.Then,based on the interview,observation and physical collection,we get the data from the classicalvernacular novel teaching,and present the current situation of teaching.The third chapter is a reflection on the teaching of Chinese classical vernacular novels under the “271” teaching model.It analyzes the current situation of the survey from two aspects,namely,the teacher and student situation and the teaching model,and makes clear the advantages and disadvantages of the 271 model in the classical vernacular novel teaching.The fourth chapter is one of the achievement of this study,based on the previous reflection,combined with the characteristics of classical vernacular novels,to optimize “271”teaching model from the teaching objectives,teaching procedure,realization condition and evaluation factors,sum up the design of teaching goals,teaching points of evaluation points,and combine the teaching process and implementation strategy,design a complete flow chart of teaching classical vernacular using the "271 model" on the the basis of analysis of various aspects of the design points.The fifth chapter is the second achievement of this study,through the analysis of the previous four chapters,it summarizes the focus of classical vernacular novel teaching: to meet the characteristics of the article,take the curriculum standard as the basis,to fit the learning situation,to meet the teaching conditions,to learn from the advanced concept and mode.The conclusion part mainly expounds the innovation,inadequacies of this paper and the understanding of the research on this topic.