Research On The Holistic Teaching Of Junior Middle School Novels In The Unified Editio

Teaching reading fiction is a necessary way to develop students’ imagination and logical thinking,and an important way to improve their aesthetic ability.How to improve the effectiveness of novel teaching is a topic of general concern in academic circles.Most of the existing studies have explored the meaning and value of novel reading teaching from the theoretical level,and the proposed teaching strategies have a certain tendency to be generalized.This study follows a mixed research paradigm and uses questionnaire and interview methods to gain an in-depth understanding of the current problems of novel reading teaching in junior high schools and to make attributions based on empirical materials.In response to the problems and causes of novel teaching,the appropriateness,feasibility,and basic principles of adopting a holistic teaching approach to guide novel teaching at the junior high school level are pointed out.Based on this,the implementation strategy of novel teaching in junior high school under the perspective of holistic teaching is proposed.The study found that the current junior high school novel teaching faces serious challenges.The first is the three-part teaching,which extracts "character,plot,and setting" for teaching,resulting in a patterned teaching method;the second is the single-part teaching,which analyzes all aspects of a novel text,thus ignoring the inner connection between the chapters in the novel unit and the low efficiency of teaching and learning;the third is the scattered teaching,in which teachers lack a holistic view of the teaching process,resulting in the lack of a close connection between the knowledge of the segments and the development of students’ reading ability.In the process of teaching,teachers lack a holistic view,which leads to a lack of close knowledge connection between school sections and hinders the progressive development of students’ reading ability.The reasons for these problems are: on the one hand,technical rationality dominates the language teaching practice,which fragments the curriculum as a whole;on the other hand,the "sequence" of the novel curriculum is not clear,resulting in unclear paths for students to develop their novel reading ability;in addition,novel teaching focuses too much on the evaluation of learning results by exams,ignoring students’ emotional experience.Adhering to the theory of holistic teaching helps to solve the real challenges faced by novel teaching.First,holistic teaching theory guides novel teaching,which is conducive to promoting the interconnection and complementarity between elements of novel texts,promoting the efficiency of teaching and learning,and pushing students to realize in-depth learning.Second,the feasibility of teaching junior high school novels under the perspective of holistic teaching is that,first,existing research provides a theoretical basis for combining the two;second,the holistic teaching method adapts to students’ novel reading psychology to provide a basis for the development of students’ cognitive ability;third,teachers’ willingness to participate in curriculum implementation provides a talent basis for integrating the two.Finally,the implementation of holistic teaching in junior high school novels should follow the following principles: first,the principle of problem orientation,with tasks driving students’ independent inquiry;second,the principle of wholeness,requiring the curriculum and teaching to be seen as a holistic system;third,the principle of relevance,promoting the interconnection of all parts;fourth,the principle of subjectivity,respecting the development of students’ individual characteristics;fifth,the principle of sequencing,carrying out teaching according to a certain sequential nature.Based on the theory of holistic teaching,the following strategies can be adopted to organize the teaching of reading novels: first,for a single text,by strengthening the overall connection of "character-plot-setting",expanding the space for appreciation,and emphasizing the stylistic features of novels,we can play a role in the edification of the whole text.Firstly,for individual texts,we can make use of the edifying effect of the novel as a whole by strengthening the "character-plot-setting" connection,expanding the appreciation space,and emphasizing the genre characteristics of the novel.Secondly,we adopt project-based teaching strategies from the novel unit,take the unit as the basic unit of teaching,break away from the stereotype of teaching a single piece,and differentiate between lesson types in order to seek effective improvement of teaching efficiency.Again,we take the "learning task group" as the reference,analyze the teaching objectives,clarify the sequence of students’ ability development,break the barriers of school levels,ensure the teaching of consistent and gradual depth,and pay attention to the progression of junior high school students’ novel reading ability.Finally,based on the pursuit of diversified assessment methods,the purpose of assessment is clarified,multi-layer assessment is predetermined,and attention is paid to the development of students’ comprehensive quality.The proposed strategies are applied to the holistic teaching design of novels with a view to making exploration at the practical level.