Research On The Teaching Of Chinese Novels In Junior Middle Schools From The Perspective Of Deep Learning

As one of the brightest pearls in literature,the novel genre is undoubtedly one of the most popular literary genres among junior high school students.The novels selected for inclusion in the unified version of junior high school language teaching materials are also excellent literary works that have gathered the efforts of previous generations,with both literary beauty and educational significance.A survey of middle school language novel teaching classrooms reveals that novel teaching has always been the focus of middle school language teaching,and front-line teachers have conducted many meaningful studies around middle school language novel teaching and achieved certain results.However,influenced by the test-taking tendency,there are related problems of paradigmization,superficiality and process on the teaching of middle school novels,which are not conducive to the deep development of students’ thinking and the effective cultivation of core literacy in language subjects,so optimizing the teaching of middle school language novels is an important direction of the current new curriculum reform.In recent years,deep learning has gradually become a research hotspot in language subject teaching,which has a great impact on the teaching mode,classroom organization form and teaching evaluation in language teaching.The novel teaching under the perspective of deep learning emphasizes the integration of fiction works that promote students’ thinking development,and in the context of authentic language use,around the challenging learning theme,in a highly engaged,cognitive and participatory teaching activity,to enhance students’ language use ability,develop their thinking quality and cultivate their elegant aesthetic interest.Therefore,this thesis focuses on the unified version of middle school language novels,based on classroom teaching practice,and explores the application strategies of deep learning theory in the contemporary middle school language novel teaching classroom,in order to provide teaching references for the majority of language education researchers.The thesis is divided into four parts,in addition to an introduction and a conclusion:The first part discusses the significance of applying deep learning theory to the teaching of middle school language novels.Firstly,deep learning theory meets the requirements of curriculum standards and points to the development of students’ core literacy,which helps to cultivate students’ language literacy,thinking literacy,aesthetic literacy and cultural literacy;secondly,deep learning theory provides solutions to the problems arising in the novel teaching classroom and helps to optimize the effect of novel teaching in junior high school.Finally,the novels selected from the unified version of middle school language textbooks are rich in number,diverse in genres and themes.Applying deep learning theory to the teaching of middle school language novels helps to deeply integrate the content of selected texts,give full play to the teaching value of selected novel texts,and realize the deep teaching of middle school language novels.The second part analyzes the current situation of novel teaching in junior high school with the help of questionnaire survey.The following problems exist in the teaching of novels in junior high school language today: the teaching content lacks novelty,which is not conducive to stimulating students’ interest in learning;the problem design is relatively shallow,which is not conducive to developing students’ thinking;the design of teaching activities is relatively single,and the depth of novel teaching is not enough.The problems of teaching content,problem setting and activity creation in novel teaching reveal the deficiencies in students’ understanding of text content,development of thinking ability and problem solving ability in the process of novel learning.By attributing the novel teaching problems,we provide a realistic basis for the following exploration of the strategies of deep learning applied to novel teaching in middle school language.The third part explores the application strategies of deep learning theory in teaching novels in the Unified Edition middle school language.First,the teaching strategies are explored from three aspects:exploring textual theories,extending reading materials,and incorporating authentic contexts from the teaching content.Second,the development strategies of students’ higher-order thinking are explored through pre-designed high-quality teaching questions.The design of teaching questions can be carried out through smart questioning,paying attention to controversies,and using white space to develop students’ higher-order thinking.Again,the novel teaching activities of comparative reading,intertextual reading,and annotated reading are designed to help students improve their novel appreciation skills in the learning activities by combining the selected novel texts in the unified middle school language text book.Finally,in order to test the practical effects of deep learning theory applied to junior high school novel teaching,an evaluation scale for junior high school novel teaching in the context of deep learning was designed by combining the SOLO evaluation method proposed by Professor Biggs,and the use of the scale was explained in detail by taking the evaluation of the novel "Hometown" as an example.The fourth part is based on the study of novel teaching strategies in middle school language under the perspective of deep learning.The fourth unit of the novel "Hometown" in the first book of the ninth grade of the Unified Edition of middle school language is selected for teaching case design to demonstrate the effectiveness of deep learning in guiding novel teaching and to provide teaching reference for teachers struggling in the front line of middle school language teaching.