Investigation And Cultivation Of High School Students'theme Interpretation Ability In Novels

Novel reading is an important part of high school Chinese teachingand college entrance examination.The general high school Chinese curriculum standards and the national unified examination syllabus of ordinary colleges and universities clearly point out the importance of understanding the text of the novel,and the high school students' topic analysis ability is determined.With the depth of his understanding of the novel text,the ability to cultivate the theme of high school students' novels is not only in line with the requirements of novel reading teaching in the new curriculum reform,but also helps to improve the students' core appreciation of the aesthetic appreciation and cultural understanding.However,the high school students' ability to interpret the theme of novels is not optimistic.No matter from the observation of the performance of students in the usual novel teaching class,or from the scores of the subject types of the test novels,many high school students are willing to read.The novel does not understand the theme of the novel.This research topic is of great value to improve the teaching efficiency of novel reading,to provide effective teaching methods for the first-line teachers to cultivate the thematic analysis ability of high school students,and to improve the status of students' low-resolution analytical ability.The research methods of this thesis mainly use literature method,data analysis method,interview observation method and other methods to analyze the data of Nanning 26 middle school students' achievement and the specific interpretation of the novel teaching practice,through the first-line high school teachers,The interviews of the students and theclassroom observation of the high school novel reading class,to understand the factors influencing the teacher's ability to interpret the students' novels in the classroom,as well as to influence the reading topics of the novels in the examination and explore the educational practice of the theme reading of high school novels,and Suggestions on how to cultivate the ability to interpret the theme of high school students' novels.In addition to the introduction,this article is divided into three parts.The introduction mainly expounds the origin and research status of the problem research,sorts out the research overview,summarizes the related literature,defines the key concepts,and introduces the research significance and value,research characteristics and innovation,and finally explains The main research methods of this study.The first part focuses on the teaching status of the theme interpretation in high school novel reading and the students' ability to analyze the theme of the novel.From the examination of the novel reading questions in the national curriculum of the new curriculum standard,it can be found that the proportion of the examination of the Chinese new curriculum standard Chinese language novels has gradually increased in the past eight years,and the degree of emphasis on the topic reading of the novels in the college entrance examination has also deepened;In the current situation of the scores of novels in the evaluation of the novels,the scoring rate of the novels is not high,and the subject of the novels is even more difficult.The students in the science classes and the rural students are less able to interpret the novels.From the perspective of independent interpretation,although students have a certain ability to interpret the theme of the novel,there are still some students who distorted the author's writing intentions,and even the middle school students could not even understand the theme.The factors affecting the interpretation of high school students' novels from three aspects: the influencing factors of teachers' teaching level,the factors affecting the scores of novels in the examination,and the factors affecting students' correct and independent interpretation of the theme of the novel.At the level of teacher teaching,there are four factors that influence the cultivation effect of the lack of effective teacher guidance,insufficient teaching reserve for teacher interpretation,utilitarianization of teacher interpretation,and formulation of teacher classroom interpretation.In the examination,There are problems such as students lacking or over-reliance on reading skills,subjective influence of personality interpretation by teachers,insufficient reading of students and fear of emotions;and the superficial interpretation of themes,differences in student values,openness of students' thinking and interpretation Problems such as labeling are factors that usually affect students' correct and independent interpretation of the theme of thenovel.The second part focuses on the teaching practice of cultivating the ability to interpret the theme of high school novels.Firstly,explain the ability to interpret the theme of high school students,and discusses the specific ability of students to interpret the theme of novels from three aspects: the ability to interpret multiple interpretations,the ability to dig in depth,and the ability to screen and judge.Secondly,focuses on the teaching practice of cultivating the ability to interpret the theme of high school novels from three levels: teachers,students and schools.Among them,teachers should pay attention to guiding students to establish three elements in the practice of training,and implement the basic methods of reading the theme of the novel;they can also set up doubts first,and explore the theme of the novel in the process of reading;it is necessary to think in multiple perspectives and guide students to grasp the multi-theme interpretation.Finally,pay attention to the reform of teaching methods and introduce narratology into the teaching of novels.At the student level,there is a practical study of the ability of students to develop thematic interpretations in the accumulation and reading of the entire book.At the school level,the practice of reading the good book shooting activities with the "Zi Jing Concentricity,Reading Classics" is the main task of cultivating the ability of the novel to interpret the novel.It is understood in the activities of recommending reading and sharing novel reading thinking and experience.The theme of the novel.The third part focuses on the teaching practice of cultivating the ability of high school middle school novels to interpret the theme of high school students' novels.The main suggestions include: enriching the teaching reserve of teacher novel interpretation,paying attention to the combination of collective training and individual interpretation.Properly expand and extend the teaching of classroom novels.Firstly,the teacher needs to strengthen the teaching reserve of the novel interpretation by improving the consciousness of teaching research and enriching the knowledge reserve.Then,according to the problems in practice,it is recommended to try to study the novel theme in groups to solve the combination of group training and personality interpretation.It is difficult to balance the problem;finally,it proposes the cultivation of the ability to interpret the theme of the novels of the literati,the cultivation of the ability to interpret the theme of the novel by film and television materials,and the expansion of channels,and the use of the network to help students improve their understanding of the theme of the novel to appropriately expand and extend the classroom.The teaching of novels increases the contribution of the cultivation of the subject analysis ability of students.