A Study On The Strategy Of Cultivating Adversity Quotient In The Teaching Of Morden And Contemporary Narrative Prose Reading In Junior Middle School

Adversity quotient is an indispensable ability for the subject to get rid of and overcome adversity in the state of adversity.Because of the lifelong nature of adversity,adversity quotient has become a necessary ability for students to adapt to social development.At present,the adversity quotient of junior middle school students is overall in the medium level,and the junior middle school students adversity quotient ascension space is larger.As a dominant subject in the cultivation of adversity quotient,Chinese has an irreplaceable position in the cultivation of adversity quotient of junior middle school students,modern and contemporary narrative prose reading teaching plays an important role in adversity quotient cultivating.But look from the current situation,here are some problems in the cultivation of adversity quotient in the teaching of modern and contemporary narrative prose reading in junior middle school,such as unsystematic contents,unspecific methods and so on.This paper,based on the adversity quotient theory of Paul Stoltz,founder of adversity quotient,combined with the transfer theory and the stylistic characteristics of modern and contemporary narrative prose,preliminarily formed the theoretical understanding of the cultivation of adversity quotient in the teaching of modern and contemporary narrative prose reading in junior middle school,and constructs the cultivating strategy of adversity quotient in the teaching of modern and contemporary narrative prose reading in junior middle school from three aspects:preparation before class,implementation in class and after-class guarantee.This study is divided into four parts to discuss the strategy cultivating of adversity quotient in the teaching of modern and contemporary narrative prose reading in junior middle school.The first part is the introduction,which mainly includes the research significance and present situation of the adversity quotient cultivating strategy in the teaching of modern and contemporary narrative prose reading in junior middle school.The second part aims to explore and integrate the relevant theories of adversity quotient cultivation in the teaching of modern and contemporary narrative prose reading in junior middle school.In this study,starting from the four elements of adversity quotient(CO₂RE)subdivided by Paul Stoltz,combined with the research of relevant scholars,the content of adversity quotient cultivating is subdivided into"two dimensions and four elements".At the same time,it explores the stylistic characteristics of modern and contemporary narrative prose in junior middle school and the basic requirements of modern and contemporary narrative prose reading teaching in junior middle school,and explains the relationship between the cultivation of adversity quotient and the teaching of modern and contemporary narrative prose reading in junior middle school.Finally,it puts forward the specific training objectives and tasks,and forms the principles and ideas of cultivating adversity quotient in the teaching of modern and contemporary narrative prose reading in junior middle school.The third part aims to investigate the current situation of adversity quotient cultivating in modern and contemporary narrative prose reading teaching in junior middle school,and analyze the causes of the current situation,so as to lay the foundation for putting forward targeted cultivating strategies.From the two aspects of students and teachers,the author investigates the current situation of junior high school students'adversity quotient level,teachers'adversity quotient theory cognition and teaching practice.The analysis shows that,teachers'guidance is not enough,which affects the students'level of adversity quotient;the diversity of teachers'roles affects the responsibility of teachers'adversity quotient cultivating;teachers'research consciousness and ability are weak,which affects the depth of their understanding of adversity quotient;teachers'incomplete grasp of the characteristics of modern and contemporary narrative prose affects the effect of adversity quotient resources mining;teachers'weak ability of integration affects the presupposition of the goal of adversity quotient cultivating.The fourth part aims to construct the main strategies of cultivating adversity quotient in the teaching of modern and contemporary narrative prose reading in junior middle school.Rreparation before class,teachers need to sort out the adversity quotient cultivating resources contained in junior middle school modern and contemporary narrative prose,that is,to explore the adversity quotient cultivating resources in the textbook selection system,reading aid system,practice system and knowledge system of junior middle school modern and contemporary narrative prose,and set up an adversity quotient cultivating resource system to prepare resources for implementation in class.In implementation in class,teachers should be based on the content of adversity quotient cultivating and the requirements of modern and contemporary narrative prose reading teaching in junior middle school,and comprehensively improve students'adversity quotient in the gradual process of"preliminary experience","systematic development"and"practical application".After-class guarantee,on the one hand,teachers need to choose ingenious evaluation methods to consolidate students'adversity quotient and activate students'desire to develop adversity quotient in evaluation and feedback.On the other hand,teachers should actively study relevant theories and strengthen their own theoretical literacy.