Research On The Core Knowledge Of High School Chinese Novels Based On The Concept Of Chinese Core Literacy

As an important literary genre,the novel not only plays an important role in Chinese textbooks,but also is the most frequently tested genre of literary texts in college entrance examination.In addition,as a language art which reflects the social life,the novel not only enriches the students' life experience,improves the students' aesthetic appreciation ability,but also helps to cultivate the students' Chinese core literacy,which is self-evident.However,at present,there is little research on the core knowledge of novels in the study of Chinese core literacy.This paper aims to construct the basic framework of the core knowledge of high school Chinese novels,and to explore the thinking guidance of the core knowledge training in high school Chinese novels,so as to provide reference for teachers' teaching and students' learning.The main contents of this paper include four parts:The first part is the basis for constructing the core knowledge framework of high school Chinese novels.First of all,the connotation and denotation of Chinese literacy,Chinese core literacy,and novel core knowledge are discussed,and the concept of innovative significance is defined.Then it analyzes the curriculum content and examination requirements of the standard for the Chinese curriculum of ordinary high school and the national unified examination syllabus for enrollment of ordinary colleges and universities(Chinese).The second part is the construction of core knowledge framework of high school Chinese novels.Taking the standard for the Chinese curriculum of ordinary high school and the national unified examination syllabus for enrollment of ordinary colleges and universities(Chinese)as a basis for research,and based on the classification of generalized knowledge in modern cognitive psychology,referring to Professor Tu Jinhong's classification of textbook knowledge,this paper constructs the core knowledge framework of high school Chinese novels from three aspects: novel lexical knowledge,novel pragmatic knowledge and novel humanistic knowledge.The third part is the distribution of core knowledge of high school Chinese novels in college entrance examination and after-class exercises.According to the core knowledge framework of high school Chinese novels,this paper analyzes and comparesthe reading questions of the second volume novels in the national college entrance examination for the last four years and the after-class exercises of the selections of novels in the high school Chinese compulsory textbooks.Collate the core knowledge examination points and the examination dimensions involved in the college entrance examination questions and after-class exercises.The fourth part is the thinking guidance of core knowledge training in high school Chinese novels.By summarizing the core knowledge examination points and examination dimensions involved in the college entrance examination questions and after-class exercises,constructing the core knowledge training framework in high school Chinese novels,establishing the core knowledge training guidance dimension of high school Chinese novels,and perfect the training style of the college entrance examination and after-class exercises from the training point and the training guidance dimension.