Research On The Middle School Narrative Language

High school narrative language teaching is an important part of the teaching of Chinese reading. The narrative language teaching can not only help students grasp the correct use of words and rhetoric, but also improve the ability of language expression, language appreciation ability and writing ability. The middle school language teaching to study the narrative based on mastering the language of next, clear teaching content, learning to master the correct method to obtain the good teaching effect. At the same time, the narrative in the middle school language teaching process there are many problems. Analysis from the perspective of teachers, the teachers do not pay enough attention to the narrative language teaching, the new curriculum requirements understanding is not in place, the narrative language teachers have limited knowledge and so on; from the perspective of students, the students lack of initiative learning of narrative language, narrative language comprehension ability is insufficient, the narrative language learning content clear; in the process of teaching, teachers focus on the analysis of specific application, neglect, emphasis on exam oriented education, the subjectivity of students and other factors will lead to under estimate the narrative language teaching effect is not ideal. According to the back and thus take appropriate teaching strategies are the basic characteristics of narrative language the problems in teaching, in order to achieve better teaching effect. Based on the related education, linguistics and language education and Chinese curriculum standards of compulsory education under the guidance of, mainly using the literature research method, observation method, action research method and other methods to elaborate narrative language teaching in middle school. I hope that this article provides the reference value for the narrative of Chinese language teaching in middle school.