Practice Research Of The Reasonable Position Of Junior Prose Teaching Content

Arbitrariness and bias perfection have been widespread whendetermining course content in contemporary prose teaching at juniorhigh school. Since2010,"How to determine the content of languageteachi"ng has become an important aspect of language teachingresearch.Many theory researchers about language teaching and teachingpractitioners both think that content is greater than form in languageteaching, so reasonable position of language teaching content is abreakthrough in the effective implementation of language teachingProse occupies a considerable proportion of Jiangsu junor highschool language textbooks, which shows prose reading teaching isparticularly important in junior high school language teaching. Theidentified prose teaching content should be able to reflect the uniquestyle. The determination of the content of teaching prose should bebased on learning situation and follow the existing knowledge levelof the students. What’s more, it also needs overall perception andin-depth texts so that the students can reach the level ofunderstanding the reflection of life gradually.This paper starts from how to determine the junior prose teachingcontent. According to some classroom teaching cases, the basis of thedetermination and implementation strategy will be analyzed.During prose reading teaching, teachers will determine theimportant difficulties in teaching content that each prose bears according to the instructional objectives, which means to focus onexplaining the knowledge and training the ability when teaching prose.I believe that it’ s not enough.Language teachers should have co-ordination arrangements^overallplanning and gradient arrangements, which refer to longitudinalconsidering, according to the three-year prose teaching content. Itmeans to rational plan the teaching focus of the prose teaching in eachgrade, which requires treating the junior years as a whole. Prose cannarrate， argue and express emotion. Because of this， prose can bedivided into three styles: to narrate, to argue and to express emotion.The differences of the three styles can effectively guide the teachersourselves to reasonably determine course contents and know what we areteaching according to the text features.Besides, teachers should consider what ability the students candevelop by using the text when choosing the prose teaching content.We should also know what the text can affect the students and what thestudents really need. If the teachers can choose the teaching contentaccording to the curriculum standards, styles and learning situation,and then take strategies to choose the reasonable teaching content bydistinguishing the semesters, positioning the texts, finding theunique and figure out the differences, they will truly implementChinese new curriculum ideas in class. Meanwhile, if this continues,the effectiveness of the prose teaching will be improved.