Research On The Teaching Strategies Of Chinese Children's Literature Texts In The Unified Edition Of Junior Middle School

The unified edition of junior middle school Chinese textbooks contains a large number of children’s literature texts.These children’s literature texts fit the psychology of junior middle school students and contain rich aesthetic elements and unique children’s perspectives.These contents are valuable resources for Chinese teachers’ teaching and are of great significance to junior middle school students’ aesthetic education,moral and emotional education and cognitive development education.How teachers give full play to the educational value of children’s literature texts and improve the teaching quality of children’s literature texts in junior middle school Chinese teaching still needs further thinking and research.Based on the relevant theory and practice,this paper sorts out and summarizes the children’s literature texts in the unified edition of junior middle school Chinese textbooks,and puts forward the corresponding more effective teaching strategies,hoping to make some attempts and efforts to promote and improve the teaching of children’s literature texts in junior middle school Chinese Textbooks.The full text is divided into three parts:The introduction part introduces the background and significance of the research,summarizes the research status and literature related to the topic of the paper,scientifically explains the concept of the unified edition of junior middle school Chinese children’s literature text,establishes the title of children’s literature text in the unified edition of junior middle school Chinese textbooks according to the core concept,and briefly describes the research methods and innovations of the paper.The first part of the text summarizes the teaching value of children’s literature text in the unified edition of junior middle school Chinese textbooks,which is explained from three aspects: aesthetic education value,moral and emotional education value and cognitive development education value,which provides a theoretical basis for the teaching practice of junior middle school Chinese children’s literature text.The second part of the text uses the form of questionnaire survey and front-line classroom observation to understand the current situation of Chinese children’s literature text teaching in junior middle school.The specific manifestations are as follows: the status of children’s literature text teaching is not paid attention to;Teaching methods against the stylistic characteristics of children’s literature;Ignoring the interpretation of the educational value of children’s literature texts;The attention of children’s perspective in teaching is insufficient;Students’ lack of understanding of children’s literature texts,etc.This paper makes a rational analysis of these existing problems,mainly influenced by examination oriented education and Chinese teaching materials;Teachers’ children’s literary literacy is not high;Deviation in understanding the value of children’s literature texts;The dislocation of students’ psychology and teaching content.The third part of the text puts forward the improvement strategies of children’s literature text teaching based on the above research and combined with relevant teaching cases,which is mainly implemented from three levels: first,improve the level of children’s literature text teaching.Specifically,it focuses on children’s perspective and strengthens the dominant position of students’ learning;Grasp multiple interpretations and embody the educational value of children’s literature;Based on the stylistic characteristics,optimize the teaching methods of children’s literature.Second,improve teachers’ children’s literary literacy.Mainly from changing ideas and establishing a new outlook on children’s literature;Enrich reading and pay attention to the theoretical research of children’s literature;Strengthen practice and participate in activities related to children’s literature.Third,promote students’ cognition and learning of children’s literature.Mainly from home school cooperation to guide students to pay attention to children’s literature;Expand reading and stimulate students’ learning motivation;Combining reading and writing,and promoting students’ cognitive level of children’s literature.