On The Application Of Comparative Reduction Method In The Teaching Of Chinese Local Novels In Junior Middle School

Local novels are an important component of the junior middle school Chinese teaching system,and "local" is also the most significant element in cultural tradition.However,at the present stage,the teaching of Chinese local novels in junior middle schools is seriously patterned,it is difficult to guide students into the deep connotation of the text.The comparative reduction approach focuses on the text,starting from the nuances of the text,and based on contradictions such as language,psychology,and plot.Through comparison and questioning,it finds out the deep connotation hidden within the text,and have strong operability.Comparative reduction method provides a new way of thinking for the interpretation of local novels,deepening students’ own local aesthetic awareness,cultivating national cultural awareness,and providing students with extracurricular reading and interpretation methods that can be used for reference.This thesis consists of four parts:The first part mainly introduces the content of comparative reduction method and junior middle school Chinese local novel teaching,first expounds the meaning and characteristics of comparative reduction method,and points out that applying comparative reduction method to local novel teaching can cultivate students’ core literacy;Secondly,it expounds the connotation and selection of junior middle school Chinese local novels,and makes charts to analyze the content of junior middle school Chinese local novels compiled by the department;Finally,it discusses the applicability of the comparative reduction method applied to the teaching of Chinese local novels in junior middle schools.The second part is the analysis of the current situation of the teaching of Chinese local novels in junior middle schools.Through conducting a questionnaire survey among students and teachers,the author analyzes and sorts out the problems existing in the current teaching of Chinese local novels in junior middle schools,such as the single teaching form,monotonous interpretation of characters,and weak awareness of local novels among teachers.In response to these problems,the author provides effective teaching strategies for future teaching implementation steps and teaching practices.The third part focuses on the implementation steps of comparative reduction method in the teaching of Chinese local novels in junior middle schools,and proposes relevant teaching strategies from three aspects: text language,text content,and novel local culture.In terms of text language,comparative reduction is conducted based on specific semantics and character dialogues,so as to enrich students’ language use;In terms of text content,it mainly compares and restores the contradictions between characters,scenery,plot,and psychology to improve students’ aesthetic appreciation ability;By comparing and restoring the local culture of novels through seeking differences in similarities and seeking similarities in differences,students’ cultural self-confidence can be enhanced.The fourth part is based on the research of this paper,adopting relevant teaching strategies for the teaching of local novels,selecting the two local novels "Steps" and "Hometown" for teaching,and reflecting on specific cases,summarizing the issues that should be paid attention to when applying the comparative reduction method to the teaching of local novels,and proposing corresponding teaching suggestions,so as to better apply the comparative reduction method to the teaching of local novels in junior middle school Chinese.