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

The audience group of the novel is very wide,which is closest to human life.In the process of reading the novel,readers can not only enrich their life experience,but also trigger the reflection of life and society in the twists and turns of the plot and the fate of the characters.Chinese modern and contemporary novels(hereinafter referred to as "modern and contemporary novels")occupy a large proportion in high school Chinese textbooks,and the teaching of modern and contemporary novels is of self-evident importance to high school Chinese curriculum.However,through the distribution and analysis of the questionnaire,the author found that there are still many problems in the teaching of modern and contemporary novels in high school,such as teaching concept deviation,teaching content fragmentation,single teaching methods and so on.If these problems can not be solved well,the teaching of modern and contemporary novels will always be difficult to break through the current dilemma.Therefore,it is necessary to introduce a more scientific and effective teaching mode to improve the teaching status of modern and contemporary novels in high school.Based on the relevant literature and actual investigation,the author believes that the introduction of thematic teaching mode into modern and contemporary novel teaching can make the current predicament better.First of all,the author analyzes the teaching value of modern and contemporary novels in high school and the characteristics of the special topic teaching of modern and contemporary novels in high school,demonstrates the implementation basis of the special topic teaching of modern and contemporary novels in high school,and carries on the theoretical exploration of the special topic of modern and contemporary novels in high school.Secondly,according to the three stages of thematic teaching process,the thesis puts forward thematic preparation strategy,thematic implementation strategy and thematic evaluation strategy.Thematic preparation strategy is the basis of thematic implementation and thematic evaluation strategy,thematic implementation strategy is the core stage of thematic teaching,thematic evaluation strategy is the evaluation and reflection of the whole process of thematic teaching,the purpose is to test the teaching effect,so as to improve teachers’ teaching and students’ learning.Under the guidance of related learning task groups of compulsory courses,optional compulsory courses and elective courses,the topic of modern and contemporary novels in high school is divided into three thematic levels,which are the basic topic of modern and contemporary novels,the study topic of modern and contemporary novels and the discussion topic of modern and contemporary novels,corresponding to the senior one,senior two and senior three.The three-level topics from the simple to the deep,step by step in-depth,together form the high school modern and contemporary novel thematic learning system.Finally,taking the topic of "Female Images in rural novels" as an example,this paper integrates five rural novels in high school Chinese textbooks,such as "Oh,Fragrant Snow","Lotus Lake","Xianglin’s Wife","Little Erhei Marriage" and "Border Town",and uses the teaching strategies proposed in this study to analyze the case studies on the teaching of modern and contemporary novels in high school,providing references for the teaching of modern and contemporary novels in high school.This paper is committed to giving full play to the advantages of thematic teaching,so that the teaching of modern and contemporary novels can achieve a multi-level and multi-dimensional integration,so that students can get an all-round development in the study of modern and contemporary novels.