A Study On The Application Of Advance Organizer Strategy In Teaching Middle School Literature And Chinese Language

The teaching of literary texts is very important for junior secondary languages.With the reform of the new curriculum,much attention has been paid to literary texts,which are an important part of traditional Chinese culture.Culture is the soul of a country and a nation;a flourishing culture is a flourishing nation;a strong culture is a strong nation.The report of the 20 th Party Congress has made strategic plans to adhere to the path of socialist cultural development with Chinese characteristics and to build a strong socialist cultural state.The literary language is the inevitable carrier of traditional Chinese culture.Optimising the literary language classroom and improving students’ interest and comprehension in learning the language will not only help to pass on and promote traditional Chinese culture,but also improve the cultural quality of the whole nation,enhance pride and self-esteem in traditional Chinese culture,and boost cultural confidence.This paper is based on the prior organiser strategy proposed by Ossubert,using the Unified Edition language textbook as a carrier,combined with my targeted questionnaire and teaching experience,to explore the application of the prior organiser strategy to the teaching of junior high school literary texts,and is dedicated to optimising the teaching of junior high school literary texts in the classroom:The thesis is divided into three main parts: the introduction,the six chapters of the main body,and the conclusion.The introductory section includes the origin of the study,the significance of the study,an overview of the study,and the research methodology.The first chapter of the main body is an overview of the core concepts and the prior organisers,including the definition of the core concepts,the classification of the different levels of prior organisers,the theoretical basis and the steps of the prior organiser teaching strategy.The second chapter focuses on the feasibility and significance of introducing the prior organiser strategy in junior high school literary teaching.The third chapter aims to understand the current situation of the prior organiser strategy in the teaching and learning of junior high school literary languages in the author’s township,by designing questionnaires for teachers and students respectively;the results of the questionnaires are collated and analysed to draw conclusions about the current situation of teaching and learning of junior high school literary languages.The fourth chapter introduces the practical strategies of the prior organiser strategy in teaching junior high school literary languages,including preparation for strategy implementation,scaffolding,using the comparative method and constructing a knowledge tree.Chapter 5 presents the application of the prior organiser strategy to the teaching of Yugong Yishan,with statistics and analysis of the prior organiser strategy used in the teaching case in the form of a table,reflections and summaries.The sixth chapter is a reflection on the use of the prior organiser strategy in the teaching of junior secondary literature.First,there are suggestions and shortcomings.Firstly,we should prepare well and create examples according to the actual situation;secondly,we should take into account the text to be taught and the actual teaching objectives,pay attention to the selection of appropriate prior organiser strategies and use them effectively.Secondly,the three areas of deepening knowledge of strategies,updating teachers’ knowledge and integrating other pedagogical factors are suggested as shortcomings.The concluding section is a summary of some of the research in this paper and a clear direction for future research.