Research On The Design Strategy Of "Main Problem" In The Unified Edition Of Junior High School Novel Reading Teaching

The "main question" is a key question that can lead to a deeper reading of the text,which not only helps teachers to update their teaching concepts,but also motivates students to learn,thus improving classroom efficiency.At the same time,with the full popularization of the 2019 Unified Edition textbook,the "Trinity" reading system has received widespread attention,and the novel genre is popular among students because of its unique charm,which has also given researchers more inspiration.However,the current "main problem" in the design of novel reading teaching in secondary schools is prominent,and its research mainly focused on the overall language reading teaching section.The research on the design of "main questions" is mainly focused on the overall language reading teaching section,but less on a particular literary genre,and there is almost no research on the teaching of novels from three types of lessons: teaching reading,self-reading and guided reading of masterpieces.Taking the unified edition of junior high school Chinese textbooks as an example,this article combines the "main problem" with the teaching of junior high school novel reading.Through the methods of literature collection,case analysis,and educational observation,first of all,it combs the basic situation of the novel selection in the unified edition of junior high school Chinese textbooks,introduces the theoretical basis for the design of the "main problem",and analyzes the value and significance of the design of the "main problem".Secondly,it proposes strategies for designing practical "main questions" for each of the three types of lessons: teaching reading,self-reading and guided reading of masterpieces.The main questions are designed in relation to the objectives of the novel,the text,the students’ learning conditions and the classroom stage.In self-reading classes,the main questions are designed with a focus on the textbook’s reading aid system,students’ learning and the interactive dialogue in the classroom,while using an independent,collaborative and inquiry approach.The main questions for reading novels in Guided Reading need to be based on the three stages of guided reading: before,during and after reading,on the characteristics of the masterpiece itself,and on students’ characteristics and experiences.Finally,based on the first two chapters,the researcher has selected a representative text for each of the three different types of lessons,and has used specific examples of "master questions" to illustrate and reflect on the strategies,in the hope of improving the efficiency of classroom teaching of fiction.In conclusion,the use of ’master questions’ in the teaching of junior high school novels is conducive to promoting students’ deep reading,developing their logical thinking skills,and improving the efficiency of the novel classroom while optimizing the design of language teaching.In addition,the researcher hopes that this study will not only improve her own teaching and research ability and teaching level,but also help the majority of front-line educators.