Research On Teaching Strategies For Reading Chinese Novels In Junior High School From The Perspective Of Postmodern Curriculum

The development of the times has put forward higher-level requirements for teaching,and the postmodern curriculum concept advocates a variety of concepts such as focusing on the openness of the curriculum,the richness of content,and the transformation of the relationship between teachers and students.The 2022 edition of the Course Standard also mentions changes in many aspects such as course evaluation and curriculum philosophy.Through questionnaire survey and other research methods,it is found that the current teaching of novel reading in junior high school has some problems such as lack of germination of teachers’ teaching interpretation and thinking,one-sided and thin teaching points,relatively superficial teaching process and too traditional teaching evaluation form.Starting from the postmodern curriculum view,this paper explores the parts of this curriculum concept that are in line with the current teaching of Chinese novel reading in junior high school,and uses the ideas of "rigor","richness","relevance" and "regression" in the postmodern curriculum concept to guide the teaching of junior high school novel reading,so as to promote the improvement of students’ novel reading ability.Based on the theoretical guidance of the postmodern curriculum view,combined with the 2022 edition of the "Course Standard" and the research results of scholars at home and abroad in recent years,it is proposed that teaching interpretation should pay attention to the balance between presupposition and generation,pay attention to whether its logic is rigorous,and whether it can be interpreted in connection with real life.When determining the teaching points,it is necessary to combine richness and diversity,starting from the stylistic characteristics of the novel and the characteristics of the article,focusing on exploring the depth and multiple connotations of the text,providing multiple entry points for students to read the novel,helping them lay the foundation of the novel reading knowledge system,so that students can independently make a reasonable personalized interpretation of the novel and achieve a preliminary reading balance.In the teaching process,teachers provide students with teaching resources related to the novel to "interfere" with students’ original interpretation,guide students to actively communicate and dialogue,examine and evaluate each other’s conclusions and analyze differences,and reflect under the "interference" of this dialogue.This breaks the original reading balance of students,and students re-achieve balance in further thinking,forming a spiraling process to achieve the unity of correlation and difference.Regard teaching evaluation as an open link,the starting point of the next process,and the connecting part of the cycle of doing-criticizing-doing,while paying attention to the diversity of evaluation subjects and evaluation methods.From these four perspectives,from the lesson preparation to the class stage,it pays attention to the important role of reflection in evaluation,comprehensively displays the teaching strategies of junior high school Chinese novel reading under the postmodern curriculum view,and helps students improve their novel reading ability.