A Study On Special Topic Teaching Design Of Native Soil Novels In Senior High School

Chinese society is fundamentally vernacular,and as a monument in the history of Chinese modern and contemporary literature,the native soil novel is rooted in China’s millennium-old agrarian civilization,writing in a unique form the characteristics of China’s traditional vernacular society,carrying a deep national consciousness and spirit,and having a cultural value that cannot be ignored.The GCSE Language Curriculum Standards(Revision 2020,2017 Edition)explicitly proposes the use of“special topic learning” to enhance the integration of curriculum implementation.It can be seen that special topic teaching reflects a nurturing orientation that is compatible with the cultivation of core literacy.Accordingly,this paper aims to provide an effective implementation path for the design of special topic teaching of high school native soil novels,with a view to breaking through the realities of traditional native soil novel teaching.The structure of this paper consists of five main parts as follows:The first part is the introduction,which mainly explains the origin of the study,defines the core concepts of the study,clarifies the theoretical basis of the study,compares and reviews the current situation of the study,clarifies the significance of the study,and explains the research methodology.The second part is an overview of the unified high school native soil novel.The first part compares the selection of native soil novels in the unified high school language textbooks,followed by an exploration of the pedagogical value of native soil novel selections.The third part is the current status of teaching design of native soil novels in unified high schools,and the rationale and functions of implementing the teaching of native soil novels as a topic.Firstly,through the case study method,the paper analyses the teaching design and teaching record of two collected native soil novels,The Border Town and The Blessing,to summarise the current problems in the teaching design of native soil novels in unified high schools.Then,in response to the problems,the basis and functions of implementing special topic teaching of native soil novels are explained.This paper applies the special topic teaching mode to the teaching design of native soil novels.Its function is to promote the native soil novel teaching content from scattered and closed to integrated creation,to change the implementation of native soil novel teaching from one-dimensional efficient transmission to independent high-quality construction,and to lead the native soil novel teaching evaluation from the result to the process of attention.The fourth part is the design of the teaching path of the unified high school native soil novel.The teaching design strategies of the unified high school native soil novel include: focusing on the characteristics of the vernacular and choosing the direction of the topic;highlighting the value of the vernacular and anchoring the teaching objectives of the topic;unifying the teaching contents of the topic around the elements of the vernacular;integrating the vernacular context and facilitating the process of exploring the topic;and implementing the teaching evaluation of the topic throughout the performance.The fifth part is an example of teaching design for the unified high school native soil novel.This article presents a case study on the design of a native soil novel entitled “The Fate of Characters in Lu Xun’s native soil World”,and analyses the case study.