| Modern prose is the dominant text in secondary school reading materials,and teaching modern prose plays a very important role in cultivating students’ Chinese language competency.When teaching modern prose,teachers should try to build a bridge of communication,so as to connect the object of teaching with the "this" prose to be taught,thus connecting students’ existing experience with the author’s language experience and life experience,and thus realizing the spiritual cultivation of language teaching.However,there are still many problems in the practice of teaching modern prose in secondary schools today,and many ideas have gone astray,for example,teachers and students should explore the "personalized speech object" of prose,but instead they go to examine various "external speech objects";teachers should guide students to experience the "personalized speech object" of prose.Teachers should guide students to experience the "unique emotional perceptions" of prose,but they run away to explore the abstract and conceptualized ideological backgrounds and spiritual connotations,and so on.Therefore,what should be taught in modern prose,and on what basis,are undoubtedly questions worthy of our consideration,and this is precisely the starting point of this paper.In addition to the introduction and conclusion,there are six chapters in the body of this paper.The first chapter mainly reviews the history of modern prose teaching in secondary schools and raises the issue of reconstructing the content of modern prose teaching in secondary schools.By analyzing the basic documents such as Chinese Language Curriculum Standards and Chinese language syllabus as well as language textbooks,the historical evolution of the objectives and contents of modern prose teaching is initially clarified,and the characteristics of modern prose selection in secondary school language textbooks are summarized.It can be seen that during this historical process,modern prose teaching objectives and contents have evolved.As we can see,the teaching of modern prose in secondary schools has been in a pendulum state during this historical process,and it has not been able to find a suitable development direction so far.This has led us to seriously rethink the reconstruction of the content of modern prose teaching,so as to improve the efficiency of modern prose teaching and cultivate students’ Chinese language key competency.The second chapter compares the distribution of modern prose in middle and high school language textbooks by looking at secondary language textbooks,and analyzes the characteristics of selected texts in order to provide a textual basis for reconstructing the content of prose teaching.The third chapter conducts surveys,exchanges and interview activities through in-depth secondary school language teaching line in order to provide a practical basis for the research of reconstructing the content of prose teaching.We found that in the teaching practice of modern prose in secondary schools,there are a series of relatively serious problems such as the ambiguity of genre,the pursuit of standardization in text interpretation,the text being diluted and generalized,and the over-emphasis on humanism.Of course,there are many reasons for these problems,such as the lack of awareness of prose genre,which leads to deviations in the selection of teaching contents,some characteristics of today’s secondary school students that make prose difficult to teach,teachers’ torn between the traditional teaching mode and the new curriculum reform,and some shortcomings of the current teaching evaluation system,and so on.However,perhaps the most fundamental reason is that the language subject is distinctly different from other subjects in that it is more open and figurative,while modern prose emphasizes the emotional or irrational.Therefore,if we keep adopting instrumental rationality in teaching modern prose in secondary schools,we will undoubtedly lose the direction of teaching and learning,and even lead to teachers not knowing what they are teaching and students not knowing what they have learned.And in the long run,teachers and students may lose interest in teaching and learning modern prose.The fourth chapter intends to explore the basis of reconstructing the content of modern prose teaching in secondary schools.Through the analysis of the first three chapters,we realize the importance of reconstructing the content of modern prose teaching,and the content standards and the genre characteristics of modern prose,as well as the textbook and the learning situation,are important bases for reconstructing the content of modern prose teaching in secondary schools.Specifically,we should grasp the "standard" and clarify what to "teach" in modern prose in secondary school according to the curriculum standard;Pay attention to distinguishing style,and determine the boundary of the content selection of modern prose in secondary school;Make full use of "examples" and rely on teaching materials to determine the teaching content of modern prosein secondary school;Pay attention to "learning emotion",teach students according to their aptitude,and adjust the teaching content of modern prose in secondary school.The fifth chapter is some attempts to reconstruct the content of modern prose teaching in secondary school language,that is,some strategies that should be adopted in the selection of modern prose teaching content in secondary school.The first is to read deeply and grasp the author’s writing intention;the second is to focus on the whole and keep in mind the main features of prose;the third is to guide skillfully and awaken students’ aesthetic experience;the fourth is to use reading to strengthen students’ thinking training in writing;the fifth is to base on the text and penetrate humanistic education.By practicing this series of teaching reform strategies,we try our best to solve the problem of "what" and "how" to teach modern prose,so as to effectively improve the effectiveness of the language classroom.The sixth chapter is a practical exploration of the above strategies,that is,taking the teaching of famous prose pieces in secondary school language textbooks,such as Mr.Fujino and The Moonlight over the Lotus Pond,as examples,to explore how to practice the reconstruction of modern prose teaching content in secondary school,and to try to apply the proposed strategies derived from the research analysis to specific teaching practices,with a view to drawing the attention of the language education community to the problems of modern prose teaching content in secondary school.The aim is to draw the attention of the language education community to the problems of teaching modern prose in secondary schools,so as to build an effective classroom for teaching modern prose in secondary schools.In conclusion,this paper firstly reviews the history of modern prose teaching in secondary schools,analyzes the selected modern prose in secondary school language textbooks,then goes into the scene of modern prose teaching in secondary schools,objectively analyzes the problems and causes of modern prose teaching in secondary schools,then considers and explores the basis for reconstructing modern prose teaching in secondary schools,tries to propose some strategies for reconstructing the teaching content in response to the problems of modern prose teaching in secondary schools,and finally applies the strategies to the teaching practice of modern prose masterpieces in secondary school language textbooks.Finally,the strategies are applied to the teaching practice of modern prose in secondary language textbooks.The purpose of the article is to construct a solution to the difficult and painful problem of determining the content of modern prose teaching in secondary schools through the observation of basic education,in order to communicate with the language educators and get further learning and improvement,so as to contribute to the language education and teaching under the concept of core competency in the new era as a language pedagogue. |
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