A Study Of Teaching Strategies For Literary Texts In Middle School Languages Based On The Changes In Test Proposals

As one of the large-scale examinations with the dual functions of "selection" and "level",it is not only a "certificate" to test the results of nine-year compulsory education,but also a "gauge" to measure the achievement of the standard.It is not only a "test book" to examine the results of teaching in the nine-year compulsory education,but also a "measuring tape" to measure the selection of talents.As an indispensable part of the Chinese language test,literary texts,with their strong openness,often bring challenges to front-line teachers’ daily teaching and students’ answers.This paper attempts to analyze the characteristics and changes of literary texts in the last ten years of the examinations in Shanxi Province from 2012 to2021,to analyze the effectiveness and shortcomings of these examinations,and to make suggestions for the teaching of literary texts in junior high school,so as to promote the concept of literacy intention in the examinations.The paper also proposes suggestions for the teaching of literary texts in junior high school,so that the concept of literacy intention can be conveyed to front-line teachers in order to balance the relationship between teaching and assessment.This paper contains five parts.The introductory section introduces the reason for choosing the topic and the significance of the study,presents the research ideas and methods of this paper,and explains the innovations.The second part compares the literature on literary texts in Chinese language examinations,and points out the strengths and gaps of existing studies.The third part first introduces the two bases of this study,namely the Compulsory Education Language Curriculum Standards(2011 edition)and the proposition theory with Shanxi characteristics "One Core-Six Dimensions-Four Means".Based on this,we analyze the literary text questions in Shanxi Province from 2012 to 2021 from two aspects: text selection and test questions.The text selection includes the genre,author,text deletion,length and ideological tendency of the selected text;the test questions include the question setting,format,score,test point type and reading ability.Then,the results of the literary text questions in Shanxi Province since the reform of the questions were extracted in depth,and reflections and suggestions were made.The study found that the literary text questions highlight the humanistic spirit and permeate aesthetic education;set realistic situations to test reading ability;create open questions to cultivate diversified thinking;and strengthen the combination of reading and writing to deepen students’ thinking.At the same time also reveals some problems,such as the selection of text genre solidification,the topic is not strong inquiry.In this regard,the author proposes to increase the inquiry based on the diversity of text genres and to emphasize the development of higher-order thinking with reflective tasks.The fourth part is an interview survey,combining the author’s internship experience in a school in Licheng County,Shanxi,to observe and analyze the current situation of teaching literary texts in junior high school,to find problems in both teaching and learning,and to propose improvement strategies for achieving harmony between teaching and examination.The fifth part,based on the analysis of the test questions,proposes suggestions from both teaching and learning based on the new features presented in the literary text proposition of the Shanxi provincial Chinese language examination,suggesting that teachers should regain their reading habits and improve their personal literacy;classroom teaching should change their concepts and pay attention to the cultivation of students’ thinking;integrate life situations and evoke students’ experiences,etc.On the part of students,they should master reasonable reading methods and combine learning and thinking to refine their thinking.