The Study Of Narrative Text Reading Teaching Based On Narrative Perspective Is An Example Of Compiling Chinese Teaching Materials In Junior Middle Schools

The narrative text in the chinese textbooks of junior high school covers a wide range and accounts for a large proportion,which has positive teaching value for chinese reading teaching.The junior high school stage is the key period for the formation of students' ideological value,and narrative text plays an important role in cultivating their literary literacy,improving their thinking expression ability and strengthening their reading experience.Therefore,by learning narrative text,junior high school students can appreciate the idea of the article,understand the character characteristics,taste narrative discourse,to be able to reason.Narrative text adds many new elements to the arrangement,which puts higher demands on teachers.Unfortunately,the reading teaching of narrative text in junior high school is not ideal,and the true value of teaching materials has not been effectively played.The reasons are the oldity of teachers'teaching content,the singleness of reading methods and the pattern of teaching interpretation.Especially in the text analysis,the teacher is still mainly to the plot,characters and themes,which makes the teaching of narrative text in a state of uniformity.Therefore,how to improve the current teaching situation,as well as accurately grasp the teaching materials and play the role of narrative text,which is an urgent need for us to solve the problem.In view of the above problems,the author will start from the narrative perspective theory and explore its reference value to the chinese reading teaching in junior high school.Firstly,it expounds the basic knowledge of narrative perspective in narrative text,and explores the necessity and value of narrative perspective applied to narrative text reading teaching in junior high school,and finds that the theory not only meets the guiding requirements of Chinese curriculum standards,but also can better comb through some problems in the teaching materials and modern reading questions of the middle examination.Secondly,in order to better explore the value of the unified version of the junior high school language teaching materials and put forward effective strategies,the author first summarized and analyzed the compilation of the middle school language narrative text selection and characteristics,and then through classroom observation and case analysis and other methods of the junior high school language teachers narrative text teaching status quo analysis,found that the current classroom teaching there are common problems.At the same time,the author also conducted a questionnaire survey on the students in the third grade of Yinchuan Sixth Middle School,aiming to understand the reading of narrative texts,independent analysis,narrative perspective and classroom feelings.Finally,in order to improve the overall benefit of reading teaching of narrative text,the author combines the results of the previous study,based on the problems reflected in the questionnaire,put forward some strategies and methods,including:grasping the role of the perspective,experiencing the beauty of it;In order to further realize the perfect combination of theory and practice,the author takes the famous articles "Kong Yihe" and "Old Wang" as examples in the textbook for the design explanation.It is hoped that the above research can not only provide feasible suggestions for the development of narrative text reading teaching,but also help the teaching of front-line teachers.