Research On The Teaching Of Foreign Novels In Junior High School Based On The Core Literacy Of Chinese Language

Since the "General High School Chinese Curriculum Standards" and "Compulsory Education Chinese Curriculum Standards" have successively proposed and explained the connotation of "Chinese core literacy",front-line teachers,experts and scholars have been trying to explore how to cultivate students’ Chinese core literacy in teaching.Ancient Chinese poetry,classical Chinese prose,modern and contemporary novels,and prose have always been regarded as important carriers for cultivating Chinese literacy,while foreign novels have received relatively little attention.At the same time,There are certain problems in the teaching of foreign novels in junior high schools.Teachers themselves lack foreign literary literacy,and students’ poor knowledge of foreign literature is not conducive to broadening their cultural horizons.The classroom teaching method of foreign novels is single,mainly teach through indoctrination,and students learn passively,which is not conducive to the development of students’ thinking and aesthetic abilities.The students’ reading volume of foreign novels is low,and the teachers lack guidance for students’ reading of foreign novels,failing to fully exercise students’ language use ability and text interpretation ability.Therefore,it is urgent to conduct research on the teaching of foreign novels in junior high school based on the core literacy of Chinese language.Considering the unique style of foreign novels and the requirements of the core Chinese literacy concept.First of all,this paper starts with the dialectical relationship between middle school language and culture and foreign language literature education.it elaborates the theoretical basis for foreign novel teaching research in junior high school.Secondly,after analyzing the characteristics of the topic selection of foreign language novels in the middle school Chinese "unified" textbook,this paper collates the foreign language novels in the new textbook and finds out the main foreign language abilities contained in the textbook.thus it provides a basis for carrying out questionnaire research and formulating educational countermeasures.Secondly,through the questionnaire survey of students and teachers,to understand the students and teachers’ mastery of foreign language stories,providing a practical basis for conceiving teaching strategies.In addition,propose teaching strategies for foreign novels in junior high school based on relevant theoretical and practical basis.Finally,through the teaching design of a single foreign novel and the entire foreign novel,the rationality of the teaching strategy is tested,providing reference and reflection for foreign novel teaching.In addition to the introduction,the main text consists of five parts.In the introduction,the reason,significance,method and innovation of the topic are described.The first part,first of all,elaborates the connotation of core literacy and subject core literacy,and then leads to the concept,composition,and significance of Chinese core literacy.Secondly,it analyzes the teaching value of foreign novels.Finally,it discusses the dialectical relationship between Chinese core literacy and foreign novel teaching in junior high schools.The second part,first of all,combs the development process of foreign literary works entering Chinese textbooks,and then analyzes the characteristics of selected articles from the number,region,theme,and author of foreign novels in the unified edition of junior high school Chinese textbooks.Finally,by analyzing the arrangement system of the unified edition of junior high school Chinese textbooks and sorting out its characteristics,it was found that the selection of foreign novels meets the requirements of Chinese literacy.In the third part,taking teachers and students from internship schools as samples,I first conducted a questionnaire survey on teachers’ teaching methods,attitudes,attention levels,and students’ reading interests,reading volumes,and reading habits in the teaching of foreign novels.Then I summarized the current situation of foreign novel teaching in junior high schools,and analyzed the problems that exist in terms of teachers and students.The fourth part is the key chapter.Referring to the teaching situation of foreign novels and proposes teaching strategies from three aspects to implement the core literacy of Chinese language.First,supplement common knowledge of foreign literature,stimulate students’ interest in reading,broaden their cultural horizons,and improve their cultural literacy.Secondly,Secondly,using comparative reading method to satisfy students’ exploration desire,and cultivating students’ thinking abilities such as logical thinking and dialectical thinking through text comparison.In addition,through a combination of guided intensive reading,skimming,and browsing,students’ reading habits of punctuation and excerption of notes are cultivated,and their language expression and application abilities are improved.Third,explore the educational value of foreign novels through various activities such as appreciation,acting,reading,and writing,and cultivate correct moral and aesthetic values.In the fifth part,the author takes the single foreign novel "My Uncle Yu Le" and the entire foreign novel "How Steel Was Tempered" as examples to conduct teaching design to verify the rationality of the above teaching strategies.