abstract
With the deepening of the new Chinese curriculum reform in senior high schools, the focus of Chinese curriculum and teaching research has shifted to the construction of Chinese curriculum and teaching content. Judging from the number of selected texts in teaching materials, Jiangsu Education Publishing House's high school selected texts, especially modern prose, account for almost half of the selected texts in Chinese teaching materials. In the determination of the content of prose teaching, many teachers in today's middle school Chinese classroom still don't know why. Inspired by the determination of the teaching content of Huang Houjiang's "The Preface to the Grape Moon", the author tries to reflect on the determination of the teaching content of landscape prose from the aspects of text-based, attention to learning situation, article style and editor's intention.
key word
Determination of teaching content of Chinese landscape prose in senior high school
Modern prose occupies a large proportion in the high school Chinese textbooks published by Jiangsu Education Press, especially the landscape prose, which is vivid in description, flexible in language and touching in emotion, and is deeply loved by teachers and students. Modern prose is also an important part of Chinese reading teaching, but the current modern prose teaching is not satisfactory. Rich and vivid modern prose, however, is summarized or dismembered by teachers only with terms such as loose and lingering, borrowing scenery to express feelings, blending scenes, and supporting things to express feelings. In order to improve the teaching effect of modern prose, the author made a special study on the teaching content of landscape prose.
First, the scenery prose in the senior high school Chinese textbook of Jiangsu Education Edition and its learning focus.
1. Landscape Prose Writing in Compulsory Textbooks
Liu's Three Gorges of the Yangtze River, Jais Vasquez's Hometown of Chopin, Yu Dafu's Winter Scene in the South of the Yangtze River, Moonlight on the Lotus Pond, Listening to the Cold Rain, Shi Tiesheng's Me and Ditan, etc. The study of this kind of text should focus on the structural characteristics of prose, and appreciate it from the aspects of language characteristics, rhetorical skills and article significance. Appreciate the artistic beauty of prose; Learn how to express your ambition with objects and express your feelings with scenery in prose. Writing landscape prose should also be able to master the characteristics of scenery description, which requires students to observe carefully and think hard, so that objective scenery can become their own subjective scenery, master the methods of scenery writing, and be good at integrating their feelings and thoughts into scenery writing.
2. The landscape prose writing in the elective textbook.
There are some contradictions in the landscape prose selected in the optional textbook of Selected Reading of Modern Prose of Soviet Education Edition, such as Before the Thunderstorm by Yu Jian, Yunnan Trees in Winter, Forests and Rivers by Pompeii, Snow Scene of West Lake by Zhong Jingwen and Late Autumn and Early Winter by Dove Lu Hua. There are Grape Moon Order by Wang Zengqi, Kitchen at Home by Jin Zenghao, Old House by Wang Zhenzhong, Dressing by Zhang Ailing and Italian Cricket by Fabres. The key points of learning should be: mastering the method of scenery description, feeling the artistic conception of scene blending and improving the appreciation level; Understand the meaning of natural beauty, and initially think about the relationship between man and nature and its rich aesthetic implication; Reflections on the significance of environmental protection and ecological construction: understand the general characteristics of material prose, distinguish it from scientific exposition, and improve the appreciation level; Understand the common expression techniques of objects, and understand the selection and application of expression methods according to the needs of expression.
Second, the determination of the teaching content of Huang Houjiang's "Grape Month Sequence"
1. Teaching Record of Huang Houjiang's "Grape Month Preface"
Due to the limited space, I won't repeat it here, and readers can refer to it independently when they need it.
2. The teaching content of Huang Houjiang's "Grape Month Sequence"
The teaching contents of "The Preface of Grape Month" determined by are as follows: ① Reading the text and reading the characteristics of "Wang Ti". ② Appreciate languages and guide students to find out how many languages there are. (3) Is it direct or indirect to appreciate the lyric way? (4) Understand rhetorical devices. Are there more or less metaphorical sentences in the whole article? What is a language without metaphor? ⑤ Understand the editor's intention of choosing essays, distinguish between expository essays and essays, and let students abbreviate the essays into a short essay with self-added topics, and compare the characteristics of the abridged essays with the original, so that students can deepen their understanding of the characteristics of expository essays and essays and master the aesthetic characteristics of "Wang Zengqi's essays". ⑥ Understand the characteristics of Wang Zengqi's prose, and guide students to understand the writer's writing style in the part of text generation, that is, "Prose in prose is the best in prose".
Thirdly, the determination of the teaching content of landscape prose.
The author thinks that the teaching content of landscape prose should be determined under the guidance of "Chinese Curriculum Standard for Ordinary Senior High Schools (Experiment)", with the goal of cultivating students' Chinese literacy and humanistic literacy, with the foothold of improving students' language application ability and aesthetic taste, combined with the editing intention of textbook editors, the stylistic characteristics of modern prose, the recent development fields of students and other factors.
1. The determination of prose teaching content should be based on the text first.
Professor Ping believes that the determination of prose teaching content should be based on the text itself, and students' learning situation and teachers' own situation still play a decisive role in the final presupposition and generation of teaching content.
Wang Zengqi's Preface to the Grape Moon is an essay about scenery. The whole article takes December as the basic framework and the growth of grapes as the main line to organize the text. There is a different interest and emotion behind the introduction of "moon knowledge" related to grape planting, cultivation, picking and storage. Wang Zengqi once commented on his works like this: "Another feature of my novel is prose, which is intentional. I don't like novels with strict layout, and I advocate that writing is omnipotent. " The form of prose creation he used in his novels, (), in his prose creation, embodies the characteristics that he is confused and can't write. The description language in the preface to the grape moon is colloquial and simple, and the rhetorical devices such as metaphor and personification are used to reflect the flexible, poetic and elegant style. Therefore, the methods, descriptions, narratives, explanations and rhetoric of scenery writing, attitudes and feelings towards things should be the teaching contents.
2. The determination of prose teaching content should pay attention to learning situation.
The most important thing in Chinese teaching is to pay attention to students' learning situation, understand students' relevant knowledge accumulation and life experience, and thus determine the appropriate teaching content. We should fully understand the current development level of students, that is, the knowledge background of modern prose learning. When determining the teaching content of modern prose, teachers should first "prepare students" and investigate and analyze the learning situation in advance.
Through the compulsory textbooks, students can master the structural features of prose, and can basically appreciate the linguistic features of prose, ponder its rhetorical skills and understand the meaning of the article. Therefore, Mr. Huang Houjiang first investigated the students' learning situation. When he learned that the students didn't preview, he began to read aloud and let the students try to figure out Wang's style characteristics. In the part of language appreciation, Mr. Huang did not give a conclusion at once, but threw out one question after another to guide students to understand the characteristics of this article by tasting language. Teacher Huang creates a relaxed, inclusive, pleasant and thought-provoking learning atmosphere in the equal dialogue between teachers and students; Investigate the learning situation by observing and asking questions to understand students' knowledge base, learning status and learning needs; Task-driven, inspiring students to think independently, cooperate and interact, and explore problems. Therefore, teachers need to understand students' learning level of modern prose, analyze students' personality characteristics and thinking characteristics, gain insight into students' potential development ability, and identify students' "nearest development area". Only in this way can we accurately determine the teaching content of modern prose.
3. The content of prose teaching should be determined from the style of the article and the editor's intention.
The main characteristics of landscape prose are scene blending, method (description), language (rhetoric) and the author's feelings about life, which should be the teaching content.
Writing landscape prose focuses on appreciating language. Mr. Huang's teaching of "The Preface of Grape Moon" enlightens us that prose teaching should pay attention to guiding students to appreciate language. From asking students to find the language of the article to interpreting Wang's style through personalized reading, Mr. Huang has always guided students to appreciate the language of the article and found the lyrical and rhetorical features of this sentence. Because language is not only the carrier of prose, but also the ontology of prose. All languages convey the spiritual charm and aesthetic form of prose. The creator's unremitting pursuit of language not only expresses the aesthetic interest of the novel, but also creates a unique artistic landscape of prose. Therefore, in a sense, appreciating prose focuses on appreciating language.
Prose teaching must focus on the taste and feeling of language, and then gradually explore seclusion after getting through the crux of language, and experience the feelings of works and authors. Teacher Huang starts with the language and tries to figure out the content of the text. He first asked students to choose paragraphs in the article and express their feelings and understanding of the language style of the article through reading. Then he guided students to discover the language style characteristics of Wang Zengqi with specific sentences. Only by grasping the depth of language can we naturally "peek at people and taste people", touch what can't be seen literally in the depths of the author's soul, and see the author's different feelings again in the layers of language. As Mr. Wang Rongsheng thinks, the teaching content of prose can be determined from the following aspects: First, the author's personalized speech expression and sentence composition. The second is what the author sees and hears and who he speaks to. The third is the author's thought and his unique emotional cognition. As Huang Houjiang said, "From the language, close to the author's heart".
In the "teaching suggestions" of this module, the editor emphasized: "Description and explanation are the main writing methods in physical prose ... which requires our teachers to guide students to do something in teaching." Teacher Huang follows the editing intention closely in the teaching design. He asked the students to abbreviate the article into a short article, and then add their own topics, so that they could compare the differences between the abbreviated article and the original text. Through rewriting students, I have deepened my impression of the characteristics of expository writing and prose, and also mastered the aesthetic characteristics of "Wang Zengqi's prose", "the content of expository writing, the artistic conception of prose and the language of poetry". Therefore, the determination of prose teaching content should accurately understand the editor's intention and teaching suggestions.
It can be seen that the determination of the teaching content of landscape lyric prose should start with the text, pay attention to the learning situation, article style and editor's intention, and let students learn to read, so that prose teaching can return to its true nature. Aesthetic Education in Junior Middle School Prose Teaching —— "Key Points" that can't be ignored in Prose Teaching