Study On The Application Of "Response-inviting Structures" Theory In Modern Prose Teaching In Junior Middle School

With the promulgation of the Language Curriculum Standards for Compulsory Education(2022Edition)(hereafter referred to as the "new standards"),language teaching at the junior secondary level has placed greater emphasis on the "instrumental" and "humanistic" aspects of language,and on developing students’ core language skills.Modern prose,as an important part of the unified version of junior secondary language teaching materials,is the product of the creator’s emotions and intellect,and contains rich learning resources,including linguistic and aesthetic resources,which are important for achieving the teaching objectives of the New Curriculum.The theory of "Response-inviting structures" is one of the key theories of Wolfgang Iser,a representative figure of receptive aesthetics,which focuses on reading activities and emphasises the existence of many "blanks" and meanings within the text as a work of art.It emphasises that the text as a work of art has many "blanks" and "indeterminacy" meanings within it,and therefore embodies an open mechanism that "calls" the reader to approach and play an active role in constructing the meaning of the text,which is the "structure of the call" of the text.This mechanism is the text’s "Response-inviting structures",which is expressed in the form of "blanks","vacancies" and "negations".The thesis explores a new strategy for teaching modern prose in junior middle school under the theory of "Response-inviting structures".As for the application of the theory of "Response-inviting structures" in the teaching of modern prose in junior middle school,the thesis includes the introduction and four research parts:The introduction consists of the origin of the study,the current situation of the study,the research method,the significance of the study and the innovation points of the study.The study starts from three aspects: the importance of modern prose in junior middle school,the difficulties faced and the applicability of the theory of "Response-inviting structures";the research status includes two aspects: "Response-inviting structures" theory related research and modern prose teaching related research,which is the preparation for the study;the research methods include literature research method,questionnaire survey method,and the theoretical application of "Response-inviting structures",which is dedicated to the practical application of "Response-inviting structures" theory to the teaching of modern prose in junior middle school;the thesis will eventually achieve both theoretical and practical significance,and there are innovations in both research methods and research results.The first part focuses on the conceptual definition and applicability of the theory of "Response-inviting structures" and the teaching of modern prose in junior middle school.Firstly,it defines the concept of "Response-inviting structures" theory,summarises its main contents,and analyses its theoretical characteristics and values;secondly,it defines the concept of modern prose in junior middle school,analyses its genre characteristics and teaching values;thirdly,it searches for the characteristics of teaching modern prose in junior middle school under "Response-inviting structures" theory.Finally,it analyses the "applicability" and "uniqueness" of the "Response-inviting structures" theory in the teaching of modern prose in junior middle school.This part is the theoretical foundation of the thesis.The second part is devoted to a survey of the current situation of modern prose teaching in junior middle schools and an analysis of its problems.Firstly,the modern prose titles in the unified version of junior middle school language textbooks are summarised,and four categories of modern prose are distinguished: "writing scenes","narratives","lyricism" and "reasoning"."Secondly,we adopt a questionnaire survey to focus on the front-line teaching practice,and analyse the data collected one by one.Finally,the problems in the teaching of modern prose in junior middle schools and their causes are analysed from three aspects: "teaching materials","teachers" and "students".This part is the basis for the thesis.The third part is devoted to exploring the implementation strategies of the "Response-inviting structures" theory in the teaching of modern prose in junior middle schools.Firstly,in the preparation stage,attention should be paid to making the teacher a bridge between the "reader pole(students)" and the "text pole";Secondly,in the classroom teaching stage,based on the four types of modern prose including landscape painting,narrative,lyric and reasoning,the author seeks for the "blank","vacancy" and "negation" in their internal existence respectively,aiming at the "aesthetic discovery","cognitive cultivation" and "emotional expression","Thinking training" four teaching objectives,design the corresponding teaching methods,help students respond to the text "call ",improve the core quality;Finally,in the post-course reinforcement stage,the explicit value of modern prose is extended by building a modern prose learning system that integrates "learning,thinking,writing and examining",and the implicit value of modern prose is extended by cultivating students’ individual intelligence,enhancing aesthetic ability and educating them about emotions.This part is a study of practical strategies based on the first two parts.The fourth part focuses on an example of the design of the "Response-inviting structures" theory in the teaching of modern prose in junior middle school.By applying the theory of "Response-inviting structures" to the teaching of specific texts,the thesis demonstrates the feasibility and effectiveness of the proposed strategies through the teaching of four texts,namely,"Winter in Jinan","Autumn Nostalgia","Poplar Salute" and "Three Huts of the Spirit".This part is an implementation and validation of the strategies proposed in Part 3.In conclusion,the thesis draws on the current practice of teaching modern prose in junior middle schools,invoking the theory of "Response-inviting structures" to explore a new approach to teaching modern prose that runs through the three stages of pre-course,in-class and post-course,and is dedicated to the effective integration of "teacher,student and text".It also uses specific teaching designs as examples for front-line educators to draw on.