Research On Science Fiction Teaching In Junior High School Chinese Class From The Interdisciplinary Perspective

At present,the teaching of science fiction in the Chinese classroom has problems such as impairing students’ interests and making it difficult to transfer the reading skills taught in the classroom.This article analyzes the genre characteristics of science fiction by applying documentary analysis based on Dake Suen’s theory of science fiction literature,and finds that the reason for these problems is theoretically that Chinese teachers possess an unclear comprehension of the specific genre characteristics associated with science fiction and cannot make effective language teaching designs.However,in practice,it is difficult to fully release the educational value of science fiction by placing it in the existing Chinese curriculum system.The current science fiction teaching is largely a "cutting the footprint of science fiction and adapting it to the Chinese curriculum." Therefore,the path to solving the problem of science fiction teaching should be interdisciplinary learning.Chinese teachers need to reestablish the teaching objectives and content of science fiction in Chinese classrooms from the perspective of interdisciplinary learning.Interdisciplinary learning is not only a learning method but also a popular educational and teaching orientation in itself.Therefore,this article also combs existing interdisciplinary learning theories and practices and explores the relationship between Chinese learning and interdisciplinary learning,from which we can obtain enlightenment on how to carry out interdisciplinary learning of science fiction and how Chinese teachers can participate in interdisciplinary learning of science fiction.Based on these revelations,this article combined with the provisions of the Chinese curriculum and textbooks on science fiction teaching,and finally reached the following results.The first is to conceive these implementation schemes for interdisciplinary learning of science fiction: designing learning activities that integrate disciplines,promoting the transformation of "science fiction cognitive methods" into universal learning methods,and connecting knowledge from other disciplines around novel reading.The second is to clarify the idea of formulating the goal of science fiction language teaching in an interdisciplinary perspective: first "opening" and then "closing".Chinese teachers should not only identify the parts in the interdisciplinary learning of science fiction that require their "cooperation/adaptation",but also determine the parts of a science fiction that are "worth teaching" based on the knowledge system of the language class;Therefore,when formulating the Chinese teaching goals for science fiction,in addition to considering the requirements of the curriculum standards,the curriculum knowledge system,the learning situation,and the text interpretation,three factors should also be considered: the form of learning activities,the span of disciplines,and the value orientation.The third is to establish the teaching content of science fiction in the Chinese classroom from the perspective of interdisciplinary learning,taking reading teaching as an example:(1)teaching the reading path of the three elements of science fiction,(2)teaching the understanding methods of "scientific jargon" in novels,and thereby teaching students the speculative understanding skills of information texts;Taking reading teaching as an example,it is because there are many forms of interdisciplinary learning of science fiction,which makes it difficult to preset the teaching of science fiction in the Chinese classroom.This issue can be addressed by treating the content of science fiction reading skills as "core modules".Chinese teachers can rely on these "core modules" and their variants to design the teaching content of each lesson in various interdisciplinary learning practices.This article also provides some tips on the application of "core modules".