Instructional Design Of Critical Reading In High School Novels

Novels have always been an sect portion of Chinese reading teaching in senior high schools,but during the past,the teaching of fiction reading in high schools only stayed in the superficial explanation of "three elements",neglecting the breadth and depth,and losing the effect of giving one example to the other,while critical reading teaching just filled this gap.This way of reading is obviously different from skimming and rough reading in the past,Whether it is to improve students’ learning ability or to assess teachers’ reading teaching ability,it is an effective means.Therefore,This paper makes a novel teaching design specifically for this topic and change the face of traditional teaching of novel reading in senior high school.This paper begins with an introduction,followed by five chapters,as follows:Chapter 1 defines the connotation and feature of "critical mind","critical reading","teaching" and“instruction design”,and elaborates the differences and connections between the four.In the second chapter,the author interprets the basic concepts and requirements of Chinese curriculum standards in senior high schools,and makes some analysis on the selection of Chinese textbooks in Soviet Educational Press in order to find a theoretical basis for this paper.In the third chapter,the author combines the reality and uses the form of questionnaire survey to find out the existing problems and reasons from the purpose and content of the survey,the object of the survey and the data analysis,so as to know the present situation of the critical reading instruction design in novel.Chapter 4 and 5 forward effective and effective implementation strategies from four aspects of teaching objectives,contents,processes and methods,and with the basis of such design,opens up a new world for the reading teaching of senior high school novels.It proves that "critical reading teaching" can truly guarantee students’ space of independent thinking and careful thinking.