Research On The Design Of Fictions’ Reading Teaching Content Of Senior High School Under The Guidance Of The New Curriculum Concept

The novel is a kind of style which has many readers, and it can not onlyportray many aspects of character’s psychology, complete performances ofthe conflicts between the characters, but also vividly reflects the specificliving environment of characters. Fiction has always revolved aroundpeople’s emotional factors to spread story, which shows highly infection,and for the people living in the real world is a very good emotionalexperience. Novel carries a lot of cultural connotations, through which willhelp improve students’ humanistic qualities. However, the current design ofsenior high school’s fiction reading teaching content has the inconformitywith reality, and its outdated concepts, knowledge systems are bound withinthe teaching content. What’s more, serious stylization impedes to enhancestudents’ language literacy. To make high school course content to meet thenew curriculum reform ideas and to enhance students’ language literacy, thedesign of teaching fiction content which is conducive to the overalldevelopment of students has become one of the keys.In this thesis, the author targets to research on the problems of seniorhigh school teaching content of reading fiction design. The thesissystemically analyzes teachers’ teaching design and lesson plans so as tofind out the incompatible teaching content with the new curriculum and themain factors influencing the design of novel teaching content for teachers.On the one hand, from the teacher groups, teachers do not have a deepunderstanding of the new concept of Chinese courses with the reformingprocess. Meanwhile, college entrance examination, personal knowledgestructure and interest all have a great impact on whether they can design areasonable novel teaching content. On the other hand, student groupsinvolve in the crucial stage of basic education curriculum reform and in the transitional phase from exam-oriented education to quality education, thusthey still do not adapt to the teachers’ design for novel teaching content,which actually is conducive to the overall development of students. They aremore inclined to accept junior middle school’s passive way of learning ofplain text rather than to actively obtain knowledge and enhance the ability.These two aspects have a profound impact on scientificity and reasonabilityfor design of senior high school’s teaching fiction’s reading content at thepresent stage.Based on the National Basic Education Reform Program and theChinese new curriculum standards, and the nature and the goal of theChinese courses, the thesis systematically analyzes the two modules’ fictionarticles in PEP edition’s compulsory book3and5available for senior highschool students. In addition, the author designs different teaching contentaccording to different fiction articles, thus it can verify the reasonability andweakness for the design of teaching content through practical teaching. Thedesign of the fiction’s reading teaching content should be based on theintegration of knowledge and emotion, the cultivation of students’ thinkingability, the close relation of real life, and the principle of unifying commonground and the variety of selection, through which can help to locate thespecific novel text and serve scientifically and reasonably to senior highschool’s fiction’s reading teaching, and thus it can comply with the newconcept of Chinese courses.This paper also proposes the recommendations for the writers whocompile the Chinese teaching materials and examinations. Textbooks andtest contents should comply with the new curriculum concept of Chinesecourses so as to provide a solid foundation for the scientific and reasonabledesign of teaching content for teachers.