Research On The Creation Of Chinese Prose Teaching Situation Task In Junior Middle School

As a kind of literary style rich in emotion,delicate in language and distant in artistic conception,prose plays an important role in awakening students’ cultural consciousness,training their language ability,improving their thinking quality and cultivating their aesthetic consciousness.It is a very important part of the current Chinese textbooks for junior middle school.Chinese learning at any stage is inseparable from reading and learning prose.In the prose world,students can feel the changes of time in the past era,know different people and things,understand different life experience,understand the profound philosophy of life,so as to help junior high school students to increase their knowledge and accumulate experience.However,in the actual teaching,prose teaching is often affected by the concept of mechanical examination in the past and falls into an awkward situation,which makes the value of prose in students’ cultural cultivation,language application,thinking improvement,aesthetic appreciation and other aspects unable to fully show,which is a huge loss for the development of students’ own quality.With the gradual advancement of a new round of curriculum reform,"quality intention" has become the focus of Chinese teaching,followed by "situational","practical","comprehensive" and other words have gradually entered the vision of education.In April 2022,the release of the Chinese Curriculum Standards for Compulsory Education(2022 version)made it clear that the implementation of Chinese curriculum should "proceed from the actual Chinese life of students,create rich and diverse learning situations,design challenging learning tasks,stimulate students’ curiosity,imagination and thirst for knowledge,and promote students’ independent,cooperative and exploratory learning"."Situation" and "task" appear in the course standard for many times,which actually provides a good guidance for prose teaching to get out of the current predicament.Based on this,the author tries to study the creation of prose teaching situation tasks in junior middle school,in order to effectively improve the current prose teaching situation,restore the original significance of text,and enhance students’ sense of learning experience and sense of gain.Guided by "quality and intention",this study conducted a series of explorations on the creation of junior middle school Chinese prose teaching situation tasks on the basis of combing related literature of predecessors and summarizing their valuable experience.The research content is divided into five parts.In the first part,the connotation of situational task is clearly defined,and the relevant theoretical basis and key elements of situational task are expounded.In the second part,through questionnaire survey,teacher interview and field observation,the author analyzed the existing problems and causes of the current prose teaching in junior middle school,and further elaborated the compatibility of situational tasks and prose teaching and the value of introducing situational tasks into prose teaching,in order to clarify the necessity and feasibility of creating situational tasks in junior middle school Chinese prose teaching.To provide some practical support for the development of this study.We need to know that any research must adhere to the unity of theory and practice,theory construction should be improved,and practice testing should be kept up.Therefore,in the third part,the author mainly elaborates the relevant theoretical requirements of situational tasks from four aspects: basic attributes,creation ideas,measurement indicators and creation process,and constructs a complete theoretical fralanguage related to situational tasks,and takes this as a support.In the fourth part,the author tries to create prose context tasks from five aspects,including text objective,literary experience context,life context,interdisciplinary context and activity type,so as to match prose stylistic features and seek optimal creation strategies.Finally,the author further explores and demonstrates the creation strategies based on his own personal practice.In order to provide some reference and specific guidance for front-line teachers to create specific situational tasks in prose teaching.