Research On Teaching Strategies Of High School Novel Reading Based On Constructivist Learning Theory

In high school,novel reading teaching plays an important role in promoting students’ language construction,thinking development,cultural inheritance,aesthetic appreciation,etc.Constructivist learning theory emphasizes the dynamics of knowledge,the richness and difference of students’ experience,and the active construction,social interaction and situationality of learning,which can provide a feasible way for high school novel reading and teaching.However,on the basis of constructivist learning theory,the reading and teaching of high school novels is very limited.Therefore,this study is based on the constructivist learning theory,takes high school novel reading teaching as the research object,and puts forward feasible strategies for high school novel reading teaching through literature method and case analysis method,aiming to provide some meaningful exploration for the realization of high school novel reading teaching goals.The study consists of six parts.The first part is the introduction,which introduces the origin,significance and methods of research,and sorts out the current situation of constructionist learning theory,novel reading teaching,and novel reading teaching based on constructivist learning theory at home and abroad.The second part adopts the literature research method to explain the relevant content of constructivist learning theory and constructivist learning theory through literature and monograph journals,and constructivist learning theory to guide the feasibility,value and main content of high school novel reading and teaching.The third part adopts the literature method and case analysis method.Based on the bracket teaching method under the guidance of constructivist learning theory,it focuses on the bracket strategy of reading and teaching of high school novels,that is,teachers should determine the "recent development area" based on students’ learning situation;teachers should clarify the teaching objectives and build background brackets,methodological brackets,Reading brackets,comparison brackets and other learning brackets;students explore independently,and teachers are appropriately inspired.The fourth part adopts the literature method and case analysis method.Based on the anchor teaching method under the guidance of constructivist learning theory,it focuses on the anchoring strategy of reading and teaching high school novels,that is,teachers should set the role-playing situation,set the situation close to life,and use multimedia rendering the situation to create a classroom atmosphere;teachers should According to the title of the novel,the key words of the novel,and the details of the novel,the question of the anchor point of the classroom is thrown out;teachers should let students learn together to achieve meaningful construction.The fifth part adopts the literature method and case analysis method.Based on the random entry teaching method under the guidance of constructivist learning theory,it focuses on the random entry strategy of reading and teaching high school novels,that is,teachers should present the same knowledge in different situations,so that students can master knowledge in an all-round way;teachers should think about students.Exhibition training to promote students’ understanding and transfer of novel knowledge;in addition to teachers evaluating students’ novel learning effects,teachers should also encourage students’ self-evaluation and mutual evaluation within the group.The sixth part is the conclusion,which summarizes the whole article and puts forward the key issues that teachers need to pay attention to.