The Study Of Immersion Prose Teaching In Junior Middle School

The Chinese curriculum standard of the full-time commpulsory education (experimental draft) requires that"sutudents in junior middle school should be able to appreciate literary works and have their own emotional feelings about the works. They can get essential comprehention of the connotation and obtain inspirations about nature, society and life from the works. They should be able to make their own judgements about the ideological tendency of the works by relating relative cultural backgrounds. And they are assumed to be able to tell their own feelings about the impressive situations and images in the works, and study the expressive language in the works carefully."Therefor, in the author's opinion, prose, as a kind of literary work, can promote students'accumulation of reding knowledge, and help them nuture their emotional value and develop their reading ability. Prose teaching has very important significance and value in teaching Chinese in junior middle school. However, for a long time, teachers used to pay great attention to explaining details and raising questions in teaching prose. So the students just answer questions passively and accept the standard answers passively. They don't have the chance to communicate with their teachers, as well as the contexts and the authors. As a result, the students don't have their own emotional experience of the works. In other words, their understanding of the works is imposed by their teachers and standard answers. Immersion prose teaching has avoided the disadvantages in traditional prose teaching. It is based on fully respecting students as the main body and teachers are dominating them in class, so it may conform to the characteristics of students'mental and physical development and their cognition level, and promote students'sense so language, promote their morals and esthetic appeal and perfect their presonality, and eventually improve students'Chinese accomplishments.