Research On The Deep Teaching Strategy Of Modern Prose In Junior Middle School

Prose teaching has an extremely important position and role in the teaching of Chinese reading in junior high schools.The prose entered into the textbooks are all classic essays selected by the precipitation of time,which are conducive to cultivating the reading ability of middle school students and help students learn prose.The experience of ideological enlightenment and beauty can be obtained through edification,and the comprehensive ability of students’ feeling,understanding,appreciation and evaluation can be improved.However,looking at the front-line teaching,prose reading teaching still has the phenomenon of superficiality,randomization and marginalization of teaching,so the teaching of prose reading should also achieve a kind of deep teaching.Although there are many researches on in-depth teaching in our country,there are few researches that combine prose teaching and in-depth teaching.There is no clear determinism about what is in-depth prose teaching and what are the characteristics of in-depth prose teaching in academic circles,and there are related strategies.The research is also imperfect and specific,and cannot provide specific and feasible perspectives and implementation strategies for the in-depth teaching of prose by frontline teachers.Therefore,the in-depth teaching strategy exploration of modern prose in junior high schools has important theoretical significance and practical urgency.The main purpose of this thesis is to use classroom observation and content analysis to explore the characteristics of the in-depth teaching of modern prose in junior high schools,and to propose feasible strategies based on the characteristics.In order to ensure the quality of classroom observation objects,the focus group interview method was used to establish the grading standard for the in-depth teaching of modern essays in junior high schools,and then two rounds of Delphi method were used to screen samples of excellent classroom records,and conduct classroom observation and content analysis of the samples.Bloom’s target classification theory,Biggs SOLO classification theory,and Flanders interaction analysis made classroom observation records to facilitate quantitative statistical analysis,summarized the characteristics of the in-depth teaching of prose in the current excellent lessons,and obtained the following conclusions:Junior middle school modern prose Teaching can realize in-depth teaching from the four perspectives of “text interpretation,migration and expansion,classroom dialogue,and thinking training”.Among them,text interpretation is thorough,migration and expansion are effective and creative,classroom dialogue is profound,and thinking training is ideological and developmental.In order to promote students’ understanding and in-depth thinking,teachers have different emphasis on the design of the first-class and second-class teaching links according to the specific conditions of the text.Based on the above characteristics combined with the qualitative analysis and research on the excellent courses,the implementation strategies for the in-depth teaching of modern prose in junior high schools are proposed: thorough interpretation of the text to help students break through the learning of knowledge symbols;effective use of transfer and expansion to achieve student self-construction;multiple in-depth dialogues,teachers and students are immersed in the classroom;strengthen thinking training to promote students’ in-depth learning;grasp the curriculum standards and cultivate students’ core literacy in Chinese.