Research On Teaching High School Novels Based On The Task Group Of “Reading And Writing Literature”

The promulgation of the Chinese Curriculum Standards for Senior High School(revised in 2020)highlights the comprehensiveness,practicality and learning of the Chinese curriculum in the new era.The new curriculum standard advocates to carry out teaching activities based on learning task groups and give full play to the educational function of Chinese curriculum.The task group of "literary reading and writing" plays an important role in improving students’ core literacy.At the same time,as a common style in reading teaching,how to teach novel texts based on the requirements of the "literary reading and writing" task group is a question worth exploring.According to the analysis of the compilation of novels and the teaching requirements of the task group in the unified edition of the compulsory Chinese textbook for senior high school,seven novels including "Lily","Oh,Xiangxue","Blessing","Coach Lin at Mountain Deity Temple in Snowstorm","The Man in the Cover","Metamorphosis" and "Cricket" were selected in the textbook.The selected articles are classic and have a large span of time and space.In the arrangement,the double-line organization structure of unit humanistic theme and learning task group is adopted,and reading and writing are closely linked.According to the analysis of the relevant requirements of the new curriculum standard,the task group of "literary reading and writing" advocates personalized reading to improve students’ aesthetic appreciation ability;Advocate to promote writing by reading and improve students’ writing ability;It is required to take activities as the carrier to improve students’ sharing and communication ability.Through the questionnaire,teacher interview and classroom observation,the problems in the teaching of high school novel reading and writing are summarized and analyzed,so as to understand the actual situation of high school novel teaching.According to the survey,the main problems of fiction teaching teachers at present are: the teaching mode is not rich enough,the teaching content is still based on the three elements of fiction,and the integration of reading and writing is not sufficient.The main problems of students are lack of interest in learning,low participation in class,and dependence on others to interpret.These problems are mainly caused by teachers’ lack of experience in the implementation of new concepts and new textbooks,unreasonable arrangement of teaching content,and insufficient attention to literary text writing;Students are afraid of difficulties in learning and do not make full use of what they have learned.In order to improve the above issues and meet the relevant requirements of the task group in high school novel teaching,teachers can combine teaching practice to study the curriculum standards and textbooks,grasp the changes in the new curriculum reform and the characteristics of novels,and clarify the literary value and teaching direction of novels.Teachers should improve their educational philosophy,transform their curriculum and teaching perspectives,understand literacy based courses,optimize classroom teaching methods,and provide learning support for students.At the same time,it combines reading accumulation,writing practice,and feedback to stimulate students’ interest in learning and enthusiasm for participation.Teachers should organize reading and writing activities based on their learning situation,actively develop student-based and school-based courses,and provide students with communication and display platforms.At the same time,students should demonstrate their initiative,actively participate,and have the courage to showcase.Under the concept of a new round of curriculum reform,the teaching of novel texts based on the "literary reading and writing" task group is of great value to the development of students’ Chinese literacy.This paper puts forward suggestions for improvement based on the analysis of teaching materials and the understanding of practice,hoping to provide reference for front-line teaching.