First, it is difficult to define prose.
The so-called prose refers to the style other than poetry, novel and drama. A large proportion of Chinese textbooks are prose, lyric prose, landscape prose, philosophical prose, narrative prose and so on. These classifications highlight the content and characteristics of the article and reflect the focus of teachers' teaching. However, there are various standards, which easily give students a vague and confusing impression.
As we all know, a style has its own aesthetic norms, so we must grasp the stylistic features of prose in order to better determine the teaching content and choose the appropriate teaching methods.
Second, the stylistic features of prose
To establish the stylistic features of prose is to distinguish prose from other styles. Compared with poetry and novels, the biggest difference between prose and poetry lies in the relationship between time and space-prose reflects the fragments of time and space in a certain life. The so-called "fragment" means "incomplete" or "a little", which also determines that the length of prose will not be too long.
Prose pays attention to the combination of subjective and objective, injects the author's thoughts and emotions, and reflects the author's thinking and perception of social life. Prose is not simply limited to "lyricism", nor can it be summarized by "true feelings". First of all, emotion in prose is not necessarily "true feelings", and "true feelings" is not necessarily a good standard.
In Sun Shaozhen's interpretation of literary texts, he quoted Liu Liangcheng's Smile at Flowers, explaining that prose doesn't have to be "true" and emotional aesthetics is mostly illusory.
Compared with poetry, prose's external feelings about things are general and concrete, and the more specific this is, the better. For example, the tree in poetry is not just a tree in real life, it is abstract, and the "tree on the cliff" seems to weaken its aesthetic feeling.
But prose is different. If there is a tree in prose, it must be concrete, concrete and unique. An apple tree in the northwest corner of grandma's yard is shorter than the wall, and will bear fruit in autumn, which is inextricably linked with my childhood.
Sticking to "true feelings", the understanding of prose will be limited to the category of "beautiful writing". In fact, prose can also "appreciate ugliness", which is relative to beauty. Ugliness lies in things, evil, misery, indifference and zero emotion. Humor is not as ugly as it is, and humor can also be derived into satire. In addition to aesthetics and humor, there are a lot of essays that judge wisdom.
The essay "Examining Wisdom" not only has a calm examination of wisdom, but also has a perceptual infiltration, which brings readers to the process of forming ideas and words.
Ancient Chinese pays attention to discipline. The surface layer of the composition is also the skill of the layout of the article, while the inner layer refers to the context of the article, the thinking of writing and the logic of inner thoughts and feelings.
Third, the determination of the teaching content of prose reading
For ancient Chinese prose, there was an ancient saying: excellent reading pays attention to prediction, first examines the topic, then makes an article in your mind, then reads it again, and finds your own shortcomings by comparing it with the original text; Sub-reading is a method of text intensive reading.
First, solve the problem, understand the topic, then read word for word, ponder over words and sentences, then read paragraph by paragraph, ponder over mastery, then read slowly, examine syllables, then read quickly, examine the context, examine the situation, and finally see whether the structure and care are complete.
The composition of modern prose is inconclusive, so we should carefully interpret individual texts and choose teaching content from the students' learning situation. That is, how does this unique article convey unique thoughts and feelings in a unique style? We can start from the following aspects: speech expression, sentence structure, the object of the article (subjective people, things, things and scenery in the author's eyes) and the author's unique feelings.
Fourthly, the reading teaching strategy of prose.
Follow the process of "cognition-understanding-appreciation-evaluation-creation", from low to high, different grades have different emphasis. You can also follow the psychological process of aesthetics, starting with aesthetic attention, that is, pay attention to the external formal structure, generate aesthetic expectations, make psychological predictions, and then carry out aesthetic perception, induction and integration to form an overall impression, so that students can freely carry out aesthetic imagination, aesthetic perception and experience intoxication, and finally carry out aesthetic judgment, appreciation and evaluation, and reflect on the aesthetic process.
You can also use the text hierarchy theory to interpret prose from different angles and levels. On the verbal level, let students read aloud, taste and recite, and analyze the formal things such as diction, layout and structure organization, so that students can grasp the text as a whole and understand its stylistic features, with emphasis on analysis and understanding. On the image level, students not only understand prose, but also enter the author's prose world by reading the text, restoring imagination, connecting with experience and experiencing learning.
On the implication level, students should summarize, comprehensively analyze, read back and explore, connect with reality, create and transfer, pay attention to understanding the deep meaning of teaching materials, and also evaluate, create and read at a high level. The higher the reading level, the more we should grasp the author's cultural psychology, rather than just instilling the background knowledge of the author's creation, divorced from the text.
At the same time, prose reading should pay attention to the historical and logical process of prose aesthetic development, grasp the aesthetic standards of different developments in a specific historical context, and objectively understand and evaluate the text.