Engagement Of Novel Teaching From Junior High School To Senior High School

As an important component of Chinese teaching in middle schools,novel teaching plays a unique role in cultivating students' language ability and language accomplishment.Therefore,in the process of teaching implementation,novel teaching is always the key content of Chinese teaching in middle schools.As an early stage,high school Chinese teaching as the adjacent two stages of education and teaching,should show a holistic,coherent and orderly form of convergence,which is the basic principle that teaching practice must uphold,and novel teaching is no exception.In other words,the teaching of middle school fiction is a gradual process.The teaching of junior high school novels is the foundation and premise of high school fiction teaching.The teaching of high school fiction is the development and intensification of junior high school fiction teaching.Although there are certain differences between the fiction teaching in the two academic passages,There are significant connections,and they are in a related,progressive and continuous system from beginning to end.However,the current practice of novel teaching in junior high school and high school shows a relatively closed and independent state.The problem of lack of integration and disconnection from each other is increasingly prominent.This has directly led to the failure of bi-directional interaction and mutual acceptance of the teaching of the novels in junior and senior high schools.This has seriously affected the teaching efficiency and teaching quality of the teaching of high school novels,and has even had an adverse effect on the continuous development and continuous improvement of individual language ability and language accomplishment..Therefore,this study combines the principles of theoretical research and practical research.In order to achieve effective connection and interpenetration of the teaching of junior high school and high school novels,students will gain a more solid foundation for development and a more lasting impetus for development through questionnaires.Comprehensively reveal the faults in the teaching of the novels of junior and senior high schools,and then analyze the reasons behind the faults in a detailed and scientific manner,and seek effective cohesion strategies,with a view to breaking the current state of self-enclosedness in the early and high school novel teaching,and promoting the two-segment novels The benign interaction of teaching,realizing the natural and effective convergence of early and high school novel teaching,and ultimately improving the efficiency and quality of the teaching of junior and senior high school novels,and completing the overall planning of the junior and senior high school novel curriculum.The full text is divided into three parts: The first part mainly discusses the necessity and feasibility of the convergence of the teaching of middle school novels,explores the theoretical basis and practical basis for the convergence of novel teaching,and clarifies the reasons for the convergence of teaching requirements for the novels of the junior and senior high schools.In the second part,the author fully understands the actual status quo of the convergence of early and high school fiction teaching through a questionnaire survey,and on this basis,analyzes the reasons behind it.The third part mainly focuses on the practical problems and concrete reasons found in the second part.It puts forward operational suggestions and improvement strategies for the effective convergence of early and high school fiction teaching from the aspects of institutional guarantees,teacher teaching and student learning,and promotes the teaching of the two academic novels.The organic links between related elements,in turn optimizing the effective convergence of teaching in the middle school novels,and ultimately improving the efficiency and quality of the teaching of the novels in primary and middle schools.