Research On The Teaching Strategies Of Chinese Novels In High School Under The Background Of Core Literacy

"General High School Chinese Curriculum Standards(2017 Edition)" emphasizes that Chinese courses should pay more attention to core literacy.The core literacy of Chinese subjects mainly includes four aspects: "language construction and application","thinking development and promotion","aesthetic appreciation and creation",and "cultural inheritance and understanding".Different requirements are put forward for students in terms of language,thinking,aesthetics and culture.Infiltrating core literacy in high school Chinese teaching is a problem that high school teachers should think about and implement.As one of the four major genres,novels contain a wealth of language knowledge,aesthetic knowledge and cultural knowledge,and are an important carrier for improving students’ Chinese literacy.Therefore,it is very important to cultivate students’ abilities in language,thinking,aesthetics,and culture in the teaching of novels.However,in the high school stage,there are fewer novels,and each novel has a longer length.There are certain problems in actual teaching.This thesis takes the teaching of Chinese fiction in high school as the research object,and the main content of the research is the implementation of core Chinese literacy in the teaching of fiction in high school.During the internship in a high school in Shenyang,the author observed in the classroom and surveyed the questionnaires issued,and found that the core Chinese literacy was still not implemented in the high school Chinese novel class.The main problems are: "superficialization" of language appreciation,less training of students’ thinking,insufficient appreciation of the aesthetics of novels,and insufficient exploration of cultural connotations.These problems are mainly related to the outdated teaching concepts of novels,the single teaching method of novels,the excessive "examination-oriented" of novel teaching,and the insufficient quality of teachers themselves.If these problems are not improved,it will inevitably affect the penetration of Chinese core literacy in actual teaching.On the basis of studying the current situation of Chinese fiction teaching in high school,this article analyzes the problems of permeating Chinese core literacy,and explores the reasons,and finally puts forward some targeted strategies to provide some references and references for first-line Chinese teachers in high school when teaching fiction.The full text is divided into four parts.The first part is the introduction,which discusses the research background and significance,concept definition,research status and other issues;the second part analyzes the main problems of high school Chinese novel teaching under the background of core literacy through a questionnaire survey of teachers And the analysis of the reasons;the third part is aimed at the problems and reasons of the core literacy of Chinese in the implementation of the high school Chinese novel teaching,respectively,from the four aspects of exploring language connotation,strengthening thinking training,improving aesthetic appreciation and digging cultural connotation.Strategy;The fourth part is the teaching design practice of Chinese novels in high school under the guidance of Chinese core literacy.