Research On The Teaching Strategies Of Narrative Prose In Grade 5.6 Of Primary School Based On The Theory Of Close Reading

Narrative prose occupies an important proportion in the Chinese textbooks prepared by the the Ministry of Education.Because of its literary quality and beauty,it is good for students to grow humanistic quality and language ability.However,due to the lack of theoretical construction and practical exploration,there are a few matters in the narrative prose teaching of primary schools,such as:The related theories of close reading and prose are insufficient,and the teaching content cannot be comprehensively refined;The close reading method is not well used and cannot guarantee the close reading efficiency completely and so on.At the same time,predecessors’ exploration and practice of the theory of close reading provide a basis for improving the teaching of narrative prose.Therefore,it is necessary to explore the teaching of high paragraph narrative prose in primary school based on the theory of close reading and the problems in practice.The research on the teaching strategies of high narrative prose in primary school is a targeted strategy research activity guided by the theory of text close reading,based on the primary school Chinese textbook and compulsory education Chinese curriculum standard(2011 Edition)compiled by the Ministry of education,and with the reference of the actual teaching situation.This study mainly uses literature research questionnaire,interview and lesson analysis.On the basis of summarizing the previous research results,this paper tries to explore the teaching strategies of narrative prose in primary school.The research is divided into six parts.The first part writes the research’s cause and meaning,sorts out the relevant literature research of "text close reading","narrative prose" and "narrative prose teaching",analyzes the relevant theoretical basis,and explain the research ideas,methods and difficulties of this study.The second part mainly discusses the connotation of "text close reading","narrative prose" and "narrative prose teaching".At the same time,it discusses the necessity and possibility of narrative prose teaching based on the text close reading theory,and discusses the principles of narrative prose teaching.The third part mainly combs and analyzes the narrative prose in the textbooks compiled and published by the Ministry of Chinese in primary school from three dimensions of "number of Editors","selected authors and works" and "layout characteristics".At the same time,based on the analysis of curriculum standards and teaching materials,this paper discusses the positioning and requirements of narrative prose teaching in high learning period.And on this basis,based on the theory of close reading,analyzing thethe characteristics of narrative prose in the high section of primary school.Finally,it discusses the evaluation and reflection of the famous teacher’s lesson.The fourth part discusses the design and results of questionnaire and interview,summarizing the results and analyzing the reasons.The fifth part analyzes the main problems and reasons in the teaching of high narrative prose in primary schools.Based on the close reading theory,discusses the matters,such as: Close reading and prose related theories are insufficient,and it is impossible to refine the teaching content comprehensively;the use of close reading methods are poor,which can not fully guarantee the close reading efficiency;The transition of key points in close reading is insufficient,which can not fully meet the needs of upper grades;It is difficult to link the author’s experience comprehensively because of the insufficient use of circumstantial evidence,and so on.The sixth part,on account of close reading theory,combined with the current teaching situation,discusses the Teaching strategies of narrative prose in the high section of primary school.These strategies include: strengthen theoretical learning and training,and improve the teaching content reasonably;Flexible use of close reading methods to improve the efficiency of classroom close reading;Read the key gradually transition,in line with the needs of senior students;Make full use of circumstantial evidence and share the author’s experience better.The seventh part summarizes this research,reflects on the shortcomings and puts forward prospects.such as:the depth of research theory is insufficient;The research samples need to be enriched.But I believe with the development of text close reading theory,prose theories;the research will be promoted as a whole.