Research On Junior High School Novel Teaching Based On The "three-level Reading Teaching Theory

At present,there is a lack of professionalism in novel reading teaching.Professor Huang Wei of Nanjing Normal University put forward the "Three-level reading teaching theory" to guide teachers and students to interpret texts from three levels: interpretation,decoding and evaluation,which is of great significance for improving the professionalism of Chinese reading teaching.Under the guidance of "Three-level reading teaching theory",this study uses literature analysis method,text analysis method and case study method to examine the problems existing in the current comprehensive compilation of junior high school Chinese novel reading teaching,and systematically constructs the content and strategy of junior high school novel three-level teaching text interpretation.Based on the above problems and research design,this study believes that "Three-level reading teaching theory" can effectively guide novel teaching,make teaching return to novel,improve teaching level,train higher-order thinking,master reading methods and enrich reading value.The interpretation layer understands the meaning,clues and emotions of key words in the novel,and grasps the plot,image and significance of the novel by means of strategies such as using the grammatical formula of the story,establishing the connection between "cross-sectional" plots,discovering the profound meaning of the language and grasping the "conflict" and "mutation" of the plot.The decoding layer uses the theories of narratology,stylistics and archetypal criticism to unlock the technical and artistic codes of novel narration,time structure,spatial structure,language and archetype.The evaluation layer reconsiders and transfers the content,skills and value of the novel text.Put it into practice.First,choose the important and difficult points in teaching and form a three-level knowledge and ability system;Second,taking ability training as the direction,choosing teaching strategies and forming teaching objectives;Third,starting with the goal,reviewing the understanding process and designing learning activities;Fourth,according to the performance of the activity,evaluate it in the process.In a word,this study systematically constructs three levels of content and strategies for the text interpretation of unified novels in junior middle school teaching from three levels of interpretation,decoding and evaluation,and puts forward the application scheme,hoping to provide reference for the practice of fiction teaching.