The Inquiry About The Teaching Of Aesthetic Prose Reading

Under the influence of the wrong Chinese teaching opinion, which partially emphasizes on the instrumental and ideological education and preparations for examination, the Chinese Prose Teaching in middle school inevitably neglects the humanity and aesthetic law of the prose. Such misunderstanding not only impedes the fulfillment of the prose teaching, but also restricts the all-round development of the students. According to such problems, this thesis puts forward the teaching of aesthetic prose reading, which aims at correcting the misunderstanding of Chinese teaching, providing a new view and an effective approach of the teaching of prose reading.The main ideas of the teaching of aesthetic prose reading are as follows: The instructors guide the students in the practice of appreciation, they offer the learning methods, concerned, helping to mold their minds, improve their aesthetic reading ability, promote all-round development of the students' potentialities through the practice and solve the problems of teaching thoroughly and improve the students' reading capacity, consequently promote the sound development of the students' personality.This thesis is made up of three sections: The first section is the introduction, which gives a definition to prose, analyzes the misunderstanding of teaching of prose reading. On the basis of a study of the realities, the aesthetic prose reading is put forward, which is followed by its contents and significance. The second section puts forward that the teaching of aesthetic prose reading should base on the law of appreciation of prose and the law of psychological reception. After that, it analyzes how to choose the correct teaching technique according to the two mentioned above, which puts the emphasis on the relationship between the text, teacher and students. The third section inquires about specific practical implement of the teaching of aesthetic prose reading, which points out the humanistic reading, analyzing both the forms of language and emotion, exploring the beauty of human feelings, the beauty ofartistic conception and the beauty of personality. Then the thesis set forth four basic teaching patterns: emotion pattern, comprehension pattern, inquiry pattern and creation pattern, which can be referred to in teaching.