Research On The Subjective Emotion Teaching Of Middle School Chinese Prose

With the reform of the new curriculum standard and the progress of The Times,people pay more and more attention to emotional education.In the middle school Chinese textbooks,prose is the most emotional and authentic style.Prose emotional teaching plays a decisive role in cultivating students’ emotions.However,prose emotion teaching has little effect.Teachers lack the ability of in-depth interpretation of the emotions contained in prose,and it is difficult to transfer the most real and profound emotions in prose to students when teaching.Students lack interest in prose learning,it is difficult to mobilize their own practical experience in learning,their experience of prose emotion is superficial,and they have not generated personalized emotional experience.In view of the present situation of prose emotion teaching,the essay subjectivity emotion is introduced into prose emotion teaching,and the essay subjectivity teaching can improve the problems existing in prose emotion teaching to a certain extent.Prose subjective emotion teaching attaches great importance to prose subjective emotion and has a solid theoretical basis and practical methods with high feasibility,which can effectively improve teachers’ prose emotional teaching ability and improve the phenomenon that prose emotional teaching is superficial and merely formal.This paper consists of five parts,the introduction part mainly introduces the origin of this research,research significance,domestic and foreign research status and research content of relevant topics,listed the research methods used in this paper.The first chapter defines the concept of prose subjective emotion,prose emotional teaching and prose subjective emotion teaching,expounds the basis of prose subjective emotion teaching from the requirements of the new curriculum standard,the law of students’ physical and mental development and theoretical basis,and analyzes the significance of prose subjective emotion teaching.Chapter two investigates Chinese teachers and students in frontline middle schools in the form of questionnaire to understand teachers and students’ understanding of prose subjective emotion teaching and the current situation of prose subjective emotion teaching.It is found that both teachers and students think prose subjective emotion teaching has certain value,but in the actual prose emotional teaching,There are many problems in prose emotion teaching,such as the lack of systematic theoretical system of prose subjective emotion teaching and the lack of standardized implementation methods for teachers and students.The third chapter mainly based on the analysis of the problems from the second chapter,from the author into the main body,taste personality language,the creation of teaching situation,the realization of intertextual resonance of the prose subjectivity of the specific strategies of emotion teaching.Chapter iv in make up version of the junior and senior high school language teaching material,teaching materials in the prose can be divided into three types of scenery prose,prose and narrative prose,and in prose emotion teaching strategy under the guidance of subjectivity,classify to the classic work has carried on the teaching practice and reflection,middle school prose subjective emotional teaching into practice,In order to provide example support for prose subjectivity emotion teaching in middle schools.From prose of this paper is to study on prose emotional teaching emotional aspects of subjectivity,the study on the one hand,can deepen students understanding of the author and the work level and improve the students’ interest in reading prose,causes the student to combine their own practical experience,produce profound and unique emotional experience,improve the ability of students to read the prose and prose teaching ability;On the other hand,it can promote the change of middle school prose emotion teaching method and open up a new path for prose emotion teaching.