Research On The Teaching Of Modern And Contemporary Novels In High School Chinese

Textbook writing is a manifestation of national behavior and plays an important role in national education.The importance of textbooks determines that their teaching needs to be adjusted and changed accordingly according to social changes,era development,and changes in academic conditions.Unified textbooks are young products born in the context of the new era.This edition of the textbook has made significant adjustments in the selection and arrangement of modern and contemporary novels,but due to the short time it has been put into use,new challenges and old difficulties have emerged one after another.Novels are one of the four major themes in high school Chinese language,and their status cannot be underestimated.Although modern and contemporary novels have attracted students’ reading interest with their unique characteristics,they have not received sufficient attention and research.Through surveys and interviews in frontline classrooms,it has been found that many teachers are still in the exploratory stage of teaching modern and contemporary novels in the new textbooks.The changes in the selection and arrangement of novels have brought new challenges,and old issues such as outdated novel teaching concepts have become two big mountains weighing on frontline teachers.These actual difficulties in novel teaching call for the teaching and research of high school Chinese modern and contemporary novels.This article is based on the changes in the selection and arrangement of modern and contemporary novels in the unified textbooks,and based on the characteristics of Chinese modern and contemporary novels themselves,combined with the latest version of the "General High School Chinese Curriculum Standards" and teaching practice experience,to conduct a relatively systematic exploration of the teaching of modern and contemporary Chinese novels in the unified edition of high school.The content of this article is divided into three chapters.The first chapter first sorts out and explores the selection of modern and contemporary novels in the unified compilation of high school Chinese language textbooks,and analyzes the characteristics of the selection,which are evenly distributed in the times,prominent in war themes,and distinct in school characteristics.Then,combined with the guidance of the curriculum standards,the research focuses on the three parts of the unified textbook: unit introduction,learning tips,and unit learning tasks,in order to explore the writing philosophy of the new version of the textbook,grasp the teaching direction from a macro perspective,and deeply explore the hidden teaching methods and learning methods.Then,starting from the content of the selected text,we further explore the teaching value of the unified edition of high school Chinese modern and contemporary novels in aesthetic,narrative writing,and moral education.The second chapter is mainly based on the research direction of this paper,designing relevant survey questionnaires and interview outlines,conducting surveys on teachers of different teaching years and professional titles in the internship school through questionnaires and interviews,and conducting anonymous questionnaires on students of different levels of classes in corresponding grades.The author transformed the survey results into tables and data,which are more intuitive ways to present the survey results of both.Combined with the author’s experience of listening to classes and teaching during the internship,the author analyzed the difficulties in teaching contemporary Chinese novels in high school.It was found that teachers have many unreasonable problems in teaching concepts,teaching objectives,teaching content,and other aspects of the new textbook teaching.Furthermore,from the perspective of learning status The disciplinary cognition provides a glimpse into the reasons behind the current state of students’ learning of modern and contemporary novels.The third chapter is the key part of this paper’s research,mainly proposing corresponding strategies for improving modern and contemporary novels based on the frontline teaching difficulties identified in the second chapter’s teaching internship,starting from three parts:teaching concepts,teaching resources,and teaching methods.The first section of teaching concepts mainly discusses the update of teachers’ concepts on teaching preparation,teaching students,and teaching evaluation in response to the contemporary Chinese novels that need to be combined with the teaching era background.The second section combines the specific analysis of the selected content of high school Chinese contemporary novels,and delves into teaching resources from various aspects such as novel authors,novel theory,and multimedia application.The third section explores the teaching methods of modern and contemporary novels,mainly based on restoring the role positioning of "students are the main body of the classroom,and teachers are the guides of the classroom".It explores the teaching methods of novels from three aspects: "listening,speaking,reading and writing,mobilizing perception," "downplaying explanation,reading comprehension," and "connecting with life,and life being present." It emphasizes the emotional development of the connection between textbook content and reality,and the inspiration of the current spirit is illuminated by the textbook ideas.