Research On The Creation Of Problem Situations In The Teaching Of Chinese Novels In Junior Middle School

Problem situation is not only a kind of problem teaching,but also a kind of situational teaching.It combines the thinking nature of“Question” and the interest of“Situation”,using questions to promote the generation of the classroom situation,using the situation to solve the students’ problem-averse psychology.Adopting the teaching method of creating problem situation in the teaching of junior middle school novels,the aim is to construct the“Active Chinese practice activity” and“Real language application situation” required by the new curriculum standard,to achieve the Chinese subject “promoting the all-round development of human” educational purposes.According to the characteristics of junior middle school students’ school age,the creation of problem situations fits the students’ psychological characteristics,and can provide a framework for students’ immature thinking;From the perspective of the characteristics of the novel text,the creation of the problem situation accords with the fictionality of the novel,which can break the cognitive barrier of the students and promote their understanding of the novel text.Therefore,it is feasible and valuable to create problem situation in junior Chinese novel teaching.In this study,the use of case analysis,analysis of 54 junior high school fiction teaching design with research value,And use in the Z City H middle school practice opportunities,the use of classroom observation method,in-depth understanding of the real junior high school novel classroom situation.Based on the present situation of junior high school novel teaching,this paper puts forward the Operability path of creating problem situations,that is,“Finding the right basis” is the starting point of creating problem situations,and “ Promoting learning by case” can effectively promote the creation of problem situations,“ Bringing problems into situations” and“ Creating problems in situations” provide specific strategies for creating problem situations.This study applies the final results to the actual classroom to test the feasibility of the strategy.Taking the story“ The shepherd who plants trees” as a teaching case,and using the method of interview and investigation to collect the feedback of teachers and students after class,to carry on the practical summary and reflection,with a view to provide Chinese educators with reference value of the novel teaching,and jointly promote the diversified development of Chinese subjects.