A Study On Close Reading In Novel Teaching Based On The Core Competency Of “Thinking Development And Improvement” In High School

With the rapid development of the times,people’s demand for innovative talents is increasing day by day,which also presents new challenges to talent training.The new Chinese curriculum standards in 2017 make the development and promotion of students’ thinking ability a part of the connotation of Chinese subject,aiming to help students better adapt to social changes.In order to meet the requirements of society and the new curriculum standards and cultivate innovative talents in the new era,this thesis builds on high school novels and takes close textual reading teaching as a method to improve students’ thinking ability,independent thinking and innovation ability,and enhance the quality of novel reading teaching.Through the analysis and study of the status quo of high school novel reading teaching,the author summarizes the problems of insufficient thinking cultivation in the current high school novel reading teaching.In order to solve these problems,the author discusses specific strategies for the reading teaching of high school Chinese novels based on close textual reading teaching.The author hopes to find a correct and efficient path for teaching Chinese novel reading in high school,so as to improve students’ thinking ability,promote the cultivation of students’ core competencies,and enable students to adapt to the increasingly complex social and living environment.With the development of students’ thinking ability as the ultimate goal,this thesis adopts the method of close reading teaching to conduct research in the reading teaching of Chinese novels in high schools.This thesis mainly consists of four parts.The first part mainly clarifies the research background,research method,status quo,theoretical basis,research significance and research difficulties of this paper.By expounding the relationship between Chinese and thinking,the relevant requirements of core competencies and the existing problems in high school novel teaching,this thesis proposes the teaching strategy of close reading teaching in high school novel teaching.According to the promotion effect of close reading teaching on the development of students’ thinking ability,the author clarifies the significance of the topic and point out the innovation point of the research.The second part mainly introduces the connotation of the core competency of “thinking development and improvement”,the connotation of close reading theory in high school Chinese education and the connection between them.This part focuses on analyzing the importance of “thinking development and improvement” to high school novel teaching,as well as the unique role of novel’s close reading teaching in improving thinking ability.It also clarifies the relationship between thinking development and novel guessing.In the third part,we will discuss how to better read novels in high school Chinese classrooms and analyze the current teaching situation.We will discuss the existing problems from the aspects of teaching process,form and content,and analyze the causes of these problems.The fourth part mainly discusses the teaching strategy of novel’s close reading under the guidance of thinking development and improvement.It makes clear the steps,content selection,teaching form and problems that should be paid attention to in the teaching process of close reading of novels.It solves the problem of insufficient thinking cultivation in the current high school novel reading teaching,aiming to promote the development of students’ thinking ability and the improvement of reading ability.The fifth part is the analysis of specific cases.The author hopes to analyze the close reading strategy in a more detailed way through specific classroom teaching cases,so as to make it easier to understand how the close reading strategy should be applied in the classroom teaching of Chinese novels.In short,this research hopes to use high school novel’s close reading teaching as a method to promote the development of students’ thinking ability and provide help and reference for educational practitioners.