Junior High School Language Narrative Prose Situation Teaching And Research

Language curriculum standards (trial version) clearly stated in the courseobjectives, attention should be paid to the student’s own emotional experience, andgain useful social life inspiration. Narrative prose is a rich emotional style, traditionalnarrative prose teaching the teachers teach instead often emotional experience ofstudents, ignoring the narrative prose itself, while the commencement of situationalteaching, It is based on the characteristics of narrative prose, content, situationalexperience as the core emotional ties to meet the students’ psychological characteristicsand life situations, through various means of creating situational experience in activeparticipation, the students feel rich text emotional, and get useful inspiration.The papers from the connotation of situational teaching determine situationalteaching-shaped true "," Love cut,"meaning away" and "reasonable apartment wherethe characteristics of new curriculum standards, characteristics of narrative prose, andjunior high school students learning the characteristics of the three parts of the analysisof the suitability of the use of situational teaching junior high school in the narrativeprose. With the deepening of the new curriculum, situational teaching has been someteachers used in day-to-day language teaching them situational teaching in junior highschool in the narrative prose, the author, the students and teachers were survey andfrom the survey summarized the narrative prose situational teaching junior high schoollanguage teacher biased understanding of situational teaching the Situation.. textcenter deviates from the "situational" and "situational" and stressed that "border" whileignoring "feeling "four aspects of the problem. Summed up the problem from thesurvey, the paper proposes to use the the situational teaching should pay attention tothe creation of situations targeted in the Junior narrative prose, focusing on theemotional experience of students, focusing on the link between situational, articulationand depth to foster interest in the premise, to induce students’ initiative. In addition,according to their usual observation in educational practice, review and summary,focusing on exploring the junior high of narrative prose situational teachingimplementation strategy: first reading prose entry "United States"; peruse prose"feeling "associated; strengthen situational," God "throughout; sublimation situations, to broaden the" environment ". By the above four steps to start one by one, the studentsthe situational experience the correct understanding of the text content, grasp theauthor’s thoughts and feelings, and to enrich students’ emotional, thus contributing tothe overall development of the students.