The Study Of The Design Strategies Of The "Main Problem" In Teaching Reading Novels In Senior High Schools

Novel reading is an important part of Chinese reading teaching in senior high school.Learning novels is conducive to improving students’ thinking ability and aesthetic ability,enriching students’ life experience and implementing the cultivation of students’ Chinese literacy.However,there are many problems in the current novel reading teaching in senior high schools: due to the teachers’ lack of the guidance of novel-related theoretical knowledge and text interpretation knowledge,the novel reading classroom presents the phenomenon of modular teaching steps and rigid teaching content;Moreover,teachers’ questioning methods are not efficient enough,and there are still many random questions and inefficient answers in the classroom,which kills students’ original strong interest in novels,leads to students’ low initiative and enthusiasm for novel learning,and reduces the efficiency of novel classroom.The "main problem" can effectively alleviate these bad situations in the current novel teaching.The "main question" is an innovation in the way of asking a lot of questions and answers in Chinese class.It is a core question that can start from the whole text and affect the whole body.It can better guide students to read and think independently in novel texts,feel the fun of novel reading and the unique charm of novels,and build an efficient classroom with active thinking and full activities.At present,many teachers actively apply "main problem" to novel reading teaching,but there are many problems in the design of "main problem" in novel reading teaching at present,and the actual teaching effect is not good.Therefore,in view of the problems existing in the design of "main problem" in senior high school novel reading teaching,this paper mainly studies the strategies of "main problem" design in senior high school novel reading teaching.This paper is divided into four parts:The first part is an overview of the design of "main problem" in senior high school novel reading teaching,which lays a cognitive foundation for better applying "main problem" to senior high school novel reading teaching.This part includes the definition of the core concept of "main problem",the discrimination of similar concepts,the summary of main features,the basic requirements of meaning analysis and design.The second part is about the current situation and problem analysis of the "main problem" design of novel reading teaching in senior high school.Through case analysis and classroom observation,this paper studies the teaching examples and classroom records of front-line teachers,and combined with the classroom observation during the author’s internship,finds out the problems existing in the "main problem" design of novel reading teaching in senior high school.The third part is based on the first two parts,aiming at the problems found in the second part,combined with the novel contents in the high school Chinese textbook,puts forward the strategy of "main problem" design in high school novel reading teaching.The concrete implementation is as follows: first,based on the teaching objectives,the design of "main problem" should closely follow the teaching objectives and make clear the direction of the problem;Secondly,based on the learning situation,the design of "main question" should find students’ interests,pay attention to students’ difficult points and capture students’ classroom generation points;Thirdly,based on the text content,the design of "main question" should pay attention to the specific types of novels,highlight the characteristics of novels and pay attention to the narrative skills of novels,introduce narrative theory.The fourth part is the teaching practice of designing the "main question" in the novel reading teaching in senior high school,taking Blessing as an example to design the "main question" and make specific teaching practice and teaching reflection,hoping to provide reference examples for the majority of front-line teachers.