The Application Research Of Comparative Reduction Method In Middle School Chinese Novel Teaching

There is a lack of effectiveness in the teaching of Chinese novels in middle schools.The lack of text interpretation theory,the non-literary nature of text value orientation,and the problem of the separation of text understanding from the center of the work.The comparative reduction method is the interpretation method of textual reading proposed by Sun Shaozhen.It has a certain authority and subject to The literary world and the educational community are widely recognized.Therefore,there is a certain practical value in the application of the comparative reduction method to the teaching of Chinese novels in middle schools.This paper is mainly divided into three parts:First of all,the interpretation of the novel text has a certain degree of particularity.From the theoretical point of view,it elaborates the comparison between the comparative reduction method and the novel reading teaching,and focuses on discussing the connotation and characteristics of the comparative reduction method.On this basis,the operative method of how to apply the comparative reduction method to the teaching of Chinese novels in middle schools is clarified,providing some guidance for the next experimental study.Secondly,an experimental study of the comparative reduction method was selected for the classic novel "The Last Ivy Leaf" of the compulsory version of the High School Chinese in Jiangsu Province.In the middle school,the control class Gaoyi(X)and the experimental class Gaoyi(Y)were selected.The class conducted a comparative analysis of the experimental class.The experimental results show that overall,the comparative reduction method has achieved better teaching effect in the"last Ivy Leaf' application.First of all,at the stage of feeling the effect of artistic image,the analysis of Berman's character image is rich and in depth,but the involved artistic image is more concentrated,and it ignores other characters.Secondly,it compares the life context to restore the works.Emotional connotation,problem setting is thought-provoking,and it is instructive to cultivate students' ideological value from classroom observation results.Finally,in order to let students obtain aesthetic experience and understand the author' s creative intentions,the imaginative description of Berman painting scene is carried out.During the process of creating the figurative images,the dialogue with the authors was continuously performed,and the dynamic pulsation of speech creation was felt.The students ' language expression and writing ability were also improved while obtaining the aesthetic experience.Finally,aiming at the results of the experimental research,the necessary conditions and suggestions for the comparative teaching of Chinese fiction reading in middle schools are proposed.The key to applying the comparative reduction method to the reading teaching of Chinese novels in middle schools is to require students to discover contradictions from the integrated texts with the spirit of questioning and comparison,and to carry out in-depth exploration and analysis on the basis of discovering problems.The middle school teaching classroom is a classroom where the teacher-student interaction is the main subject.Through experimental research,it is found that the application of the comparative reduction method requires the improvement of the teachers' literacy and the teacher' s dominant position in the classroom.It focuses on the student ' s learning experience and abides by the classroom.The principle of teaching is moderate.