Prose teaching is to guide students to learn model essays, and the main purpose is to help students write good articles. The following is my collection for your study.
<Prose teaching is to guide students to learn model essays, and the main purpose is to help students write good articles. The following is my collection for your study.
one
I remember a colleague from China said, "Reading prose means holding a cup and tasting the water." Indeed, the world of prose should be a world of life, with sound, color, taste, light, interest in life and body temperature. Therefore, as Chinese teachers, we need to make prose teaching "beautiful". Cultivating students' ability to appreciate prose should be the ultimate goal of our prose teaching.
After listening to the teaching of Zhang Quansheng's masterpiece Walking, I learned the essence and highlights, and at the same time found the conceptual support for future prose teaching, as well as the road of prose teaching mode that I will embark on. I will focus on the following two aspects:
First, repeat reading.
After reading an article, you can quickly achieve the purpose of appreciation. If the tone of the article is bright and optimistic, we should emphasize the tone when reading aloud, and read out the charm of the language and the author's intoxication. For example, we teach Zhu Ziqing's Spring, and we can spend enough time for children to read it in various forms, such as initial reading, listening reading and beautiful reading. Through repeated reading, I can understand the author's love and praise for spring and read out the vitality of spring. For articles with simple language and sincere feelings, children can be guided to speak clearly and slowly. For example, when we talked about Zhu Ziqing's back, we realized from repeated reading that "the father loves the son and the son loves the father". Of course, there are also generous and tragic. We need to guide children to read a deep, solemn and painful tone.
In this way, reading aloud can reflect the beauty of language, painting and interest of the article. Moreover, reading aloud can make our teaching enter a specific situation, shed tears with the author and words, and fly with the spirit.
Second, revalue.
Prose teaching needs truth, emotion and understanding. If truth is the life of prose, then emotional truth is the soul of prose. I will spend some time appreciating key paragraphs and sentences. For example, after Zhang Quansheng chose the theme of "respecting the old and loving the young" in "Travel", children can find out the paragraphs or sentences that best reflect the theme, read them several times, and have a deeper understanding of them in reading. In the article, the scene is about life, and the last sentence: "I am carrying my mother and my wife is carrying my son." The two of us walked slowly, as if the sum of what I carried and what she carried was the whole world. "It can deeply impress readers and shake our hearts.
two
First, grasp the characteristics of prose
Prose is a kind of free and flexible style to express what you see and feel, and is known as a beautiful article. It combines natural beauty, poetic beauty and philosophical beauty. Compared with other styles, prose has its own characteristics: First, it is scattered in form but not in spirit, thus achieving harmony and unity. The so-called "form dispersion" refers to the flexibility and diversity of material selection, structure, expression and language use. "God will not leave" means that no matter how freely the form is expressed, it must closely focus on the theme of a central article. Understanding this feature is very important for us to grasp the artistic conception of prose.
Second, seize the clues and sort out the ideas.
Formally speaking, the structure of prose is scattered. In terms of materials, it is not limited by time and space, and the things involved can go up and down for thousands of years, spanning Wan Li. What you see and think can be combined into an article. Therefore, clues play a greater role in prose. In Wen Xin Diao Long, Liu Xie emphasized clues like this: "The first sentence has the opposite meaning to the novella; The last sentence, chasing the purpose of the previous sentence; Therefore, foreign languages are interchangeable, and the inner meaning is noted. " Therefore, prose teaching must grasp the clues and clear the train of thought. Only in this way can we grasp the author's artistic conception and the main idea of the article.
Guide students to carefully analyze the different writing methods of prose and grasp the clues of different prose ideas. In this way, the clue teaching of prose naturally becomes an important way to "appreciate beauty" and "get meaning".
Third, taste the language and understand its characteristics.
The language of prose is flexible and changeable, with uneven levels and rich changes. Almost all types of prose, even the same type of prose, have their own language characteristics. Many excellent essayists have their own unique language style in their works. Some are light and natural, some are forceful, some are subtle and euphemistic, and some have a leisurely charm. Prose teaching should be good at guiding students to taste the language of prose in order to improve students' language expression ability.
The language of prose is very particular about literary talent. Teachers should guide students to make clear that the author uses rhetorical devices such as metaphor, parallelism and personification to enhance the expression effect.
Fourth, analyze the artistic conception and comprehend the connotation.
Beautiful prose, its artistic conception can be compared with poetry. In lyric prose, the author often blends his emotions into the concrete images depicted, creating a profound artistic conception and edifying people in poetry and painting; In narrative prose, the author often borrows the scenery to dye things, integrates his own unique views into it, forms the artistic conception of scene blending, and strongly infects readers. 《
In teaching, teachers should guide students to gain insight into life, appreciate history and further understand the profound connotation of the works through the feelings revealed by the author and the images contained in the works.
Because artistic conception is composed of "meaning" and "context", prose teaching should guide students to analyze artistic conception from the following aspects.
The first is to show pictures.
To analyze the pictures displayed in these works, we should not only make clear the characteristics of various objects in the pictures, but also pay attention to connecting with students' real life, and guide them into the artistic realm by inspiring association, so as to feel the feelings endowed by the author.
The second is to analyze the situation with emotion. In other words, the emotional tone and attached objective images formed by the distinct subjective consciousness in the works are accurately analyzed, and the artistic realm is thus improved.
Although excellent prose often uses scenery to express emotions and ambitions, it often points out the main idea of the article with a fine pen while expressing the waves in the heart. Teachers should guide students to make it clear that the function of literary eyes is to reveal the profundity of artistic conception.
Fifth, learn skills and combine reading and writing.
Reading and writing is an important principle in Chinese teaching, and prose teaching is no exception. In the teaching process, teachers should guide students to take model essays as an example, help students absorb the essence of ideas, learn from and imitate writing skills such as conception, material selection, careful planning, wording and sentence making. In order to effectively improve students' reading and writing ability, teachers should be good at promoting writing by reading and truly combine reading and writing.
Prose is the product of thinking in images and the improvement of general narration. Therefore, the cultivation of thinking in images cannot be ignored in prose teaching. Thinking in images is inseparable from concrete images. This requires us to guide students to learn to observe and experience.
Teachers should not only guide students to observe things carefully in combination with model essay teaching, but also guide students to experience them deeply. Experience is the deepening of observation. Only by careful understanding on the basis of observation can we grasp the essential connotation of things and continuously enrich the source of students' writing.
In short, prose teaching is to guide students to learn model essays, and its main purpose is to help students write good articles; Composition is an exercise for students to imitate and draw lessons from model essays, with the aim of transforming model essays' knowledge into skills. With this combination of reading and writing, students' reading and writing ability will be significantly improved.
three
In junior high school Chinese textbooks, prose can be said to occupy a large proportion. But for the teaching of prose, as a Chinese teacher, I often feel very helpless. Prose is not as concentrated as novels, nor can it arouse students' aesthetic feeling like poetry. It is in the middle zone, and "scattered in form but not in spirit" is called "prose". When I get a composition, the beginning of my teaching process is often not to read the text first, but to read the teaching reference and various materials first, then read the text, or even read the text at all, especially the text I think is familiar with. When preparing lessons, I will read more or even a lot of relevant materials, including teaching reference books. Finally, I will fill my mind with all kinds of conclusions, but I have no reading experience and have not formed my own understanding and opinions. Then in the teaching process, I will teach the students the contents of these teaching references and form some specific understanding of the text, which is difficult to change and innovative.
Professor Zheng cited two cases when talking about this problem: Walking in the first volume of the seventh grade and Ansai Waist Drum in the second volume of the seventh grade. I have taught these two texts more than once or twice, so when Professor Zheng gave an example, I also unconsciously thought of my own teaching process. Naturally, I also clearly see my own shortcomings. In the article Walking, Professor Zheng talked about the appreciation of language. This step also exists in my own teaching process, but the process of appreciating the same language is completely different. I remember when I was teaching, I asked students to find sentences about landscape writing, symmetrical sentences. Professor Zheng ingeniously put forward such a sentence: "We are walking in the field: me, my mother, my wife and son." She said that in our cognitive process, "I" is usually put last, so it should be "we are walking in the field: my mother, my wife, my son and me." And with commas in the middle, we often use pauses. So did the author make a mistake? No, this is the author's original intention, in order to show the language characteristics of this article. This shows Professor Zheng's careful interpretation of the text and her unique discovery.
Ansai waist drum illustrates another problem. I believe all the teachers who have taught this article know that most of the language in this text uses parallelism, which is quite distinctive in word selection. Professor Zheng agrees with this, but she emphasizes that "Jiangnan, a water town, is fragile glass, where you can't play such a waist drum". I remember that when I was teaching this article, my understanding of this sentence generally focused on rhetoric and the rich cultural heritage of the Loess Plateau. When analyzing this sentence, Professor Zheng thinks that the evaluation of Jiangnan Seal is biased. He praised this land on the Loess Plateau, and even belittled Jiangnan in order to show its superiority. Just like people who like basketball in life. They may like basketball and dislike other ball games, but they cannot highlight the beauty of basketball by belittling other ball games. This concept and practice is inappropriate and extreme. In this case, it is difficult to have your own unique views. Professor Zheng pointed out that the interpretation of words should be diversified and unified.
After listening to two cases of Professor Zheng Guihua, I have a deeper understanding of my own omissions in the process of prose teaching. Not only are the explanations of words too unified, but they are also keen to find so-called new teaching methods. They spend more time preparing lessons, conceiving how to teach, spending more time on teaching forms, spending more time on designing exercises and spending less time on reading words. In this way, students' reading experience is less, and "awakening students' life experience can have more writing materials".
Professor Zheng finally pointed out: "The most feared thing in prose teaching is utilitarian interpretation and tagged interpretation." The so-called "utilitarian interpretation" is for the interpretation of answering questions and exams; The so-called "tagged interpretation" is to artificially raise the connotation of words to a very high level. The core of prose teaching should be a unique way of speaking, a unique emotional experience and a unique object of speaking. Professor Zheng's words are professional, but they have a special flavor under careful taste.