Research On The Contextual Design Of The Teaching Of Novel Reading In Middle Schools

Throughout the ages,people regard reading as the main channel for humans to obtain spiritual food.Reading level is a key indicator to measure a country' s cultural soft power.To strengthen reading is to firmly root a nation' s cultural foundation.This style of fiction occupies an important position in the language textbooks,and the traditional fiction teaching model is rigid,which is inconsistent with the current goal of cultivating students' core language accomplishment.The quality of instructional design in secondary school reading classes depends on the level of understanding and research of individual teacher's teaching of novel reading,and on the depth and breadth of teachers'research on teaching design.Although the teaching design of a class cannot fulfill the task of promoting students,all-round development,the effectiveness of reading teaching is not reflected in one or two lessons.However,if teachers can attach great importance to the quality of class design in language reading classes,study with great concentration.Only fine products will surely yield results that will enhance the effectiveness of classroom teaching.This dissertation attempts to use the contextual teaching theory to study the novel teaching design.With the help of literature research methods and case analysis methods,this paper discusses how to design novel reading teaching with uniqueness and pertinence so as to effectively improve the effect of novel reading instructional design.The study of the contextualized design of reading teaching in middle school novels needs to be clearly defined by the relevant definitions of the contextualized design of middle school fiction reading teaching,the understanding of the connotation of contextualized design in middle school fiction,the experience of the contextualized design of secondary school novel reading teaching,and the understanding of secondary schools.The Design Basis of Novel Reading Teaching.Secondly,the study of the contextualized design of reading teaching in middle school novels,and the use of contextual teaching related theories to interpret the text is an indispensable step.In the interpretation of the texts of middle school novels,the author finds out the problems in the interpretation of texts in middle school novels,and then puts forward specific methods of text interpretation,such as contextual contextual interpretation,sociocultural contextual interpretation,and cognitive contextual interpretation.Finally,the contextualization design of reading teaching in middle school fiction is carried out from three aspects:teaching objectives,teaching content,and teaching methods.The author hopes that through the research of this article,the teachers will recognize the role of contextual teaching theory in the design of novel teaching reading and reading,and remind teachers to pay attention to various contextual factors in teaching design and select appropriate teaching content and methods according to specific situations.,Making contextualization theory effectively guide teachers' teaching practice.The author also hopes that through the study of this article,the attention of experts and scholars and front-line language teachers to the contextualized design of reading teaching in middle school fiction can be brought to a more comprehensive study.