Action Research On Optimizing The Teaching Design Of Novel In Tibetan High School

Fiction teaching is one of the important ways to arouse students' interest in Chinese learning.Through questionnaire survey and interview,the author finds that the teaching design of novels in high schools in Tibetan areas has some drawbacks,such as rigid teaching mode and outdated teaching idea,which make the teaching of novels fail to play its role well.The significance of optimizing the teaching design of high school novels in Tibetan areas lies in that it is not only the key to improve the teaching quality of novels,but also a bridge to enhance the interest of high school students in Tibetan areas in Chinese learning.This study to optimize the Tibetan area high school novel teaching design as the ultimate goal,using action research paradigm,on the basis of fully in combination with the practical situation of teachers and students,using cognitive object classification framework and Anderson's theory of teaching design,combined with the existing research results of teaching,the implementation of the action process of two rounds of teaching design optimization,the first round of action research results show that the design of teaching "the main problem is not obvious,chopped" ask,answer "in the classroom,in addition,in the learning,teaching,teaching design and evaluation of inconsistent problem.The second round of action research focuses on solving the problems in the first round of action,and gives consideration to the optimization of the five dimensions of instructional design.Based on the results of two rounds of action research,this paper puts forward some suggestions for optimizing the teaching design of novels in high schools in Tibetan areas: continuously learn and master the latest research results of novel text interpretation,internalize the new ideas and transfer them to the novel teaching according to the learning situation;Selecting teaching content according to the learning situation and paying attention to the misplaced understanding of texts caused by cultural differences between teachers and students;In teaching design,the teaching objectives are stated accurately,and the full "learning activities" are designed based on the needs of students.In the feedback design,the unity of process evaluation and summative evaluation is pursued to achieve the high consistency principle of learning,teaching and evaluation.