Research On The Chinese Teaching Of Children's Literature In Junior High School

As an important resource of Chinese course,children's literature is a significant component of the Chinese textbooks for primary and middle schools.Only through grasping the uniqueness of children's literature fully,the teaching value of children's literature can be brought,and the integrated development of students can be promoted effectively.Currently,researches mainly focus on the Chinese teaching of children's literature in primary school,and it seems that children's literature for junior high school students has been forgotten.Based on this,taking official textbooks as an example,this paper investigates the current teaching situation of children's textbooks in junior high schools and proposes corresponding teaching strategies and suggestions on the problems in current teaching.This paper is divided into the following parts:The part of introduction mainly sets forth the basis and significance of topic selection,sorts out the research status,defines core concepts,determines the children's literature selected in the official Chinese textbooks in junior high schools according to the definition of concepts and explains the research content and methods of this paper.The second chapter briefly introduces the characteristics and teaching value of the children's literature in junior high schools.Firstly,the list shows the quantity,distribution,authors,themes and other information of children's literature in the Chinese textbooks in junior high schools,introduces the text characteristics of these children's literature from the key points of text,narrative perspective and motif,discusses the text value of children's literature in the aspects of cultivating moral immersion,sense of beauty and aesthetic ability and bringing reading interest and sets forth the teaching value of children's literature from the coincidence between children's literature and the requirements for teaching and textbook compilation in curriculum standards and combination of instrumentality and humanity.Setting foot in a lot of teaching practices or teaching designs,the third chapter specifically analyzes the problems in the Chinese teaching of children's literature in junior high schools,specifically including the key points of children's literature ignored in the interpretation of textbooks,excessive and empty affective education,separation from the connotation of textbooks and life experience of children,single teaching method,reduced reading expectation of children,single after-class extension form and harmfulness to students' integrated development of discipline core literacy.For the several problems in the Chinese teaching of children's literature in junior high schools,the fourth chapter proposes corresponding teaching strategies or suggestions.Firstly,for the key points in children's literature ignored in the interpretation of teaching,taking children novels,children prose,children scientific literature and art,children poems and fable in the official Chinese textbooks in junior high schools as an example,this paper proposes to clear the text characteristics and grasp the teaching focuses.Next,for the improper treatment of affective education and ignorance of children's life experience in the teaching of children's literature,it is necessary to set foot in the connotation of text,be close to children's life,dig the value of affective education,set scenes in teaching and strengthen children's affection experience;besides,affective education shall confront the life and help students grasp corrective heading.Subsequently,for the reduced reading interest and reading expectation of children in the aspect of teaching methods,it is proposed to optimize teaching methods through the methods of reading teaching,asking questions by students and comparative teaching,so as to further improve the specific suggestions on students' reading interest and expectation.At the end,for the problem that after-class extension restricts the roundly development of students' discipline core quality,three forms of after-class extension are proposed practically,and the principles of practicing after-class extension are summarized.In the part of conclusion,the full text is summarized,and the disadvantages of this research are reflected.