Research On Teaching Middle School Literary Texts Under Constructivist Theory

The study of literary texts,which are rich in civilizational values and historical heritage,has a profound impact on shaping the sound personality of junior high school students.Therefore,the teaching of literary texts is an important part of our language curriculum.However,it has been found that at the present stage,there are problems such as students’ low interest in learning,boring teaching classroom,and failure to highlight students’ main position in the middle school literary classroom,which is not conducive to enhancing students’ core language literacy and main consciousness of learning.Therefore,the author links constructivist theory with junior high school literary teaching,combining the requirements of the new curriculum for compulsory education,the characteristics of literary selections in textbooks and the current situation of teaching,and argues the feasibility of combining the two,so as to further try to propose three teaching strategies with "students as active constructors of learning" as the core concept: creating In this way,we further try to propose three major teaching strategies with "students as active constructors of learning" as the core concept: creating an atmosphere of equality,contextualizing teaching,providing experiential scaffolding to transform and generate new knowledge,and transforming students’ learning styles to break the solidified thinking.Finally,based on the proposed strategies and integrating the three teaching modes under constructivism theory: scaffolding,anchoring and random entry,three teaching cases were designed based on "Wolf","Remembering the Night Journey to Chengtian Temple" and "Cao Jun’s War" in the junior high school textbook of the Ministry of Education.This thesis is divided into five parts:The introductory part,which mainly describes the origin of the research,the theoretical significance and practical significance of the research,as well as the current status of the research and the research method of this thesis.In the first chapter,the core concepts of the constructivist theory of knowledge,students,learning and teaching are outlined,and the main ideas of three teaching models,namely scaffolding,anchoring and random entry,are briefly described.In the second chapter,the feasibility of applying constructivist theory to junior high school literary teaching practice is elaborated.It explains the rationality of combining constructivist theory with junior high school literary teaching from three aspects: the requirements of the new compulsory education standard for junior high school literary teaching,the characteristics of the selection of literary texts in the junior high school language textbooks of the Ministry of Education,and the current situation of literary teaching.In the third chapter,based on the research results and combined with constructivist theory,we propose teaching strategies for middle school literary classrooms: firstly,teachers should create an equal atmosphere and carry out contextual teaching;secondly,teachers should provide experiential scaffolds and convert them into new knowledge;finally,teachers should transform students’ learning styles and break the solidified thinking.And under each teaching strategy,specific classroom cases are combined to reflect the operability.In the fourth chapter,based on the three teaching models under constructivist theory and combined with the proposed strategies,a teaching example is designed for each of Wolf,Remembering the Night Journey to Chengtian Temple and Cao Jun’s War in the textbook,so as to test the practical effect of applying constructivist theory to middle school language teaching.