Research On The Teaching Of Group Reading Of Novels In Junior High School

A total of 18 novels are selected as texts in junior high school Chinese textbooks,and 24 novels are selected as masterpieces.It can be seen that the importance of novel reading teaching in Chinese curriculum.In the traditional teaching of novel reading,most of them carry out single teaching according to the elements of characters,plot,environment and theme.The majority of scholars and teachers are exploring new teaching methods of novel reading.In recent years,the teaching of group essay reading has received some attention,but the teaching practice related to it is mostly concentrated in the teaching of prose reading.There are few researches on the combination of group essay reading and novel reading.In order to innovate the teaching methods of novels and improve the teaching effect of novels,we can try to apply group essay reading in the teaching of novel reading.In order to clarify the teaching objectives and key points of novel reading teaching,this paper analyzes the novels in junior high school Chinese textbooks,counts the number of novel titles,classifies the novel titles,sorts out the novel knowledge in the student aid system,and obtains its characteristics: the novel student aid system in junior high school Chinese textbooks highlights the characteristics of novel elements and pays attention to the artistic techniques of novels.In order to effectively apply group text reading to novel teaching practice,a group text reading course with "diverse narrative perspectives" as the topic is carried out.The topic of this teaching practice reflects the stylistic characteristics of novels,and the selected texts come from texts and famous works,which realizes the integration of Chinese teaching materials.In the process of teaching,different texts appear gradually.Teachers ask questions about the similarities and differences of perspective between texts,so as to connect the texts and guide students to learn the knowledge of perspective by using the comparative method.The homework samples collected after class show that:when students use a specific perspective to write,the vast majority of students can think and observe with the awareness and vision of the perspective,grasp the particularity of the specific perspective,and also use certain artistic techniques to shape the characters.However,when their writing object is something they do not know well,they have difficulty in grasping the characteristics of the thing.Based on the analysis of relevant materials and teaching practice,this paper has the following thoughts on the Teaching of Group Reading of Novels:there are more possibilities in the selection of topics,such as exploring the connection points between different works of the same writer to form an issue;you can also find works with the same theme to set the theme as an issue.The text can come from textbooks or other curriculum resources;the way of comparative reading and group text sharing can be adopted when reading the text;the questioning in class should highlight the stylistic characteristics of novels and ask questions on the similarities and differences between texts.