Research On The Teaching Strategy Of High School Fiction From The Perspective Of "Literary Reading And Writing" Task Group

The Chinese Curriculum Standards for Ordinary High Schools(2017 Edition and2020 Revision)puts forward the concept of learning task group,which changes the way of teaching and learning,and focuses on cultivating students’ core Chinese literacy.Among them,learning task group 5 is "literary reading and writing" task group,with the core goal of cultivating students’ aesthetic appreciation and expression and communication ability,and advocates the combination and symbiosis of literary reading and literary writing.Its vision includes poetry,prose,drama and novel.As an important content of high school Chinese teaching,fiction has not fully played its greatest value in the past novel teaching.Therefore,this study tries to maximize the value of novel teaching by adopting the methods of literature analysis,text analysis,case analysis,questionnaire survey and interview.The full text consists of four parts:The first part: Introduction.Describes the research background,research issues,research status,research significance and research methods.The second part: Explains the value of high school novel teaching from the perspective of "literary reading and writing" task group.First,pay attention to the artistic techniques in novels to improve students’ aesthetic appreciation ability;Second,reading and writing can promote each other and develop students’ literary creativity;The third is to use diversified teaching methods to break through the traditional novel teaching mode;Fourth,implement the consistency of teaching evaluation and improve the teaching evaluation of high school novels.The third part: We investigated the current situation of high school novel teaching from the perspective of the "Literary Reading and Writing" task group.Through the distribution of survey questionnaires and interviews,it was found that there are problems in the teaching of high school novels,such as neglecting deep aesthetic connotations,lacking awareness of task leadership,and lacking diverse process evaluations.The fourth part : Explored high school novel teaching strategies from the perspective of the "Literary Reading and Writing" task group.Based on the issues presented in the survey,combined with the new curriculum standards and the unified edition of high school Chinese textbooks,identify the positioning of novel teaching.Task oriented,utilizing teaching methods such as single article close reading,group article comparison reading,thematic research,and a combination of reading and writing to integrate novel practice activities.Based on the core literacy of Chinese language,guide the learning and evaluation of novels through pre evaluation tasks,design equivalent scales,and focus on classroom observation.