On The Application Of Textbook Play In Chinese Narrative Teaching In Junior Middle School

Chinese language teaching is a comprehensive and practical activity that promotes the mutual improvement of teachers' teaching and students' learning,co-produces and develops the language and excellent culture of the motherland.Nowadays,science and information technology changes with each passing day,and new communication methods and means of communication are constantly emerging,which put forward new goals and higher requirements for the current Chinese teaching and students' Chinese literacy.Therefore,Chinese teachers should fully recognize the characteristics of both humanity and instrumentality in Chinese discipline,active explore practical and efficient Chinese teaching methods and paths,strive to create Chinese classes which are open,compatible,orderly and interesting,and make teaching properly and scientifically.Improving students' language literacy is necessary.Students should learn Chinese and use it for effective communication,absorb from the ancient and modern cultures regardless of China and foreign,strive to improve their ideological and cultural accomplishments,and take the initiative to meet the opportunities and challenges of the development of the new era.In view of this,I choose this topic-the application of textbook play in junior middle school Chinese narrative teaching.Based on the current situation of textbook play in junior middle school Chinese narrative teaching,I focus on exploring the application of textbook play in junior middle school narrative teaching and development paths.Textbook play is based on textbooks,produced by students,and serve the classroom.It is not only novel in form,but also practical and efficient.The introduction of textbook play assist teaching in junior high school Chinese narrative classroom that meets the requirements of the new curriculum reform and new curriculum standards for the reform of Chinese teaching.It also respects the junior high school students' thinking development and intellectual development rules,and is conducive to creat interesting and orderly "integrated" classrooms,which will improve students' reading,comprehension,performance and communication skills,and improve the teaching efficiency of narrative classroom.At the same time,textbook plays can also deepen students' understanding of play,draw on ancient and modern Chinese and foreign cultures with the help of play,and continuously improve their ideological and cultural accomplishments.Therefore,the introduction of textbook drama into the narrative teaching classroom may provide a useful attempt for junior middle school Chinese narrative effectiveness teaching,and it is a bright touch for Chinese classroom teaching.However,in the current junior middle school Chinese narrative teaching,on the one hand,the textbook play application presents the tendency of exquisite quality,too much pursuit of the effect of stage performance and despise the adaptation of the script to gradually leave the classroom and away from the students;With the abuse of textbook plays,single-form textbook plays are gradually diminishing in narrative text and Chinese classroom.Frontline teachers regard it as a chicken rib,to a certain extent,deviating from the original intention of introducing textbook plays in education and teaching.It is necessary for us to trace the origins,not forget our original intentions,face the predicament of the application of textbook plays in junior middle school Chinese narrative teaching,and explore the application strategies of textbook plays in junior middle school Chinese narrative teaching.First of all,I start with the study of the origin and the concept of textbook play,focuse on explaining the significance of textbook play in junior middle school Chinese narrative teaching,and sort out the application difficulties of textbook play in current junior middle school Chinese narrative teaching,and then analyze them.The basic strategies for the application of textbook play in narrative teaching of junior high school Chinese language are proposed.Finally,in order to briefly explain the application strategies of textbook play in junior middle school Chinese narrative teaching,I divide them into impromptu textbook play,fragmented textbook play,and boutique textbook play from the perspective of practical application and generation of junior middle school Chinese narrative textbook teaching.There are three types of textbook play "Chen Taiqiu and Friendship","Chameleon" and "Autumn Nostalgia" that taken as examples to explore the use strategies and development paths of textbook play detailed in junior high school Chinese narrative teaching at different stages and under different situations.Let textbook play return to the classroom and students,return to the beginning of the heart,and cultivate the soil of textbook play in the narrative teaching practice,play its due role in the narrative teaching of junior middle school Chinese language,and then give new life to the textbook play.Let textbook play back to the classroom from the stage,from this go to a higher stage.