Practical Research On Reverse Teaching Design In The Teaching Of Chinese Novels In Junior High School

In July 2021,the compulsory education stage began to reduce the burden of students’ homework and off-campus training(referred to as "double reduction").In this context,school education emphasizes high-quality teaching and efficient learning,and has new positioning and requirements for Chinese education and teaching.In April 2022,the new Chinese Curriculum Standards for Compulsory Education was promulgated.The new curriculum standard has refined the connotation of core literacy,developed academic quality,and provided new thinking direction for front-line Chinese teachers.How to build a high-quality classroom and improve students’ core Chinese literacy has become a new challenge for front-line Chinese teachers.The reverse instructional design starts from the learning results,and takes the core literacy as the guidance,providing ideas for the front-line Chinese teachers to carry out high-quality instructional design.In the introduction,this paper mainly summarizes the relevant literature and puts forward research questions.In the first chapter,the author defines the relevant concepts,combs the theoretical basis,and clarifies the operating procedures of reverse instructional design.The second chapter is mainly a pre-practice questionnaire survey,which investigates the situation of the novel teaching design of junior middle school Chinese teachers,and also investigates the situation of junior middle school students’ novel learning.According to the survey,the author summarized the existing problems and found that "students’ understanding needs and teachers’ content teaching do not match,students’ evaluation expectations and teachers’ evaluation implementation are not balanced,students’ interaction needs and teachers’ activity design are not coordinated".The reverse teaching design advocates "teaching for understanding",attaches importance to teaching evaluation,and pays attention to arranging appropriate teaching activities,which can help solve the problems found in the questionnaire survey.The third chapter combines the idea of reverse teaching design,and carries out specific reverse teaching design for "Step","Post Pear Flower" and "Take Her Eyes".The fourth chapter is about the practice of instructional design to the application level.The teaching practice was carried out in two classes of Grade 7.Using the method of experimental research,one class was used as the experimental class and the other as the control class.The author uses different teaching methods for the students of the two classes to compare and analyze the practical effects.Practice has found that the use of reverse instructional design in junior high school Chinese novels has certain effects,and can also help students improve their reading comprehension ability.The fifth chapter is the summary of the research.The author first answers the research questions,and then puts forward the suggestions of "teachers should constantly update their own educational ideas,teachers should improve the ability of reverse instructional design,teachers should not blindly use reverse instructional design,teachers should not stick to reverse instructional design template".Then the author reflected on the problems of insufficient teaching experience and the need to improve the ability of reverse teaching design in the research.Finally,the research prospect is put forward,and it is suggested that comparative research can be carried out in multiple styles,grades or schools.By exploring the feasibility of reverse instructional design in junior high school Chinese novel teaching,this paper hopes to provide ideas for junior high school Chinese reading instructional design and practice,provide some suggestions for front-line Chinese teachers in novel teaching,and trigger new thinking for front-line Chinese teachers.