The Prose Teaching In Junior Middle School Language Taste For The Study Of Text Reading Practice Perspective

The number of prose is relatively large in language teaching in junior high school. It is an important part of junior high school language teaching material. Most of these essays can be characterized by fine language, deep meaning. However, for students, to grasp the meaning of the prose is not easy, because the meaning of prose is often more abstruse. It needs teachers get ready for it in advance, and get the meaning before guiding the student to study the meaning of the prose. With my daily teaching experience and knowledge, I think that the "taste language" is an effective way to comprehend the meaning of articles. Through the following five chapters, the paper discusses the feasibility of this method in text reading and practice significance.which is the introduction part, describes the research background and significance of the topic, the theoretical basis, the domestic and foreign research review, research content and innovation points, research methods.The first chapter, expounds the concept and features of prose, the junior high school textbooks in the literary and artistic charm of beauty: beauty. Requirements of the new curriculum to the prose teaching: pay attention to language taste, pay attention to emotional experience, and enhance cultural taste.The second chapter, through the questionnaire survey on the students and teachers of prose and the feedback, the status quo and the problems that the prose teaching, the problem for the neglect of the text language of taste, the interpretation of the text of the superficial, dogmatic, ancient prose study interest is particularly bland taste, lack of effective strategies to achieve language.The third chapter, combined with the author’s case in the class, the class practice deals with the "taste language" as the junior vernacular prose text interpretation strategy perspective: the search for the eyes, Punch line, starting from Punch line, find the eyes from starting, attention to describe the characters of language, attention to detail description of the content and the form of.The fourth chapter, combined with the author in the class, listening practice described the case of "taste language" from the perspective of middle school ancient prose text interpretation strategies: pay attention to through the whole emotional clues, to explore the summary of characters of the sentence, the scrutiny of the title, the integration of students questioned at.The fifth chapter, combined with the author’s case in the classes and lectures in practice illustrates concrete "taste language" in prose teaching in‐depth development strategy: insertion method, comparative method, situation creation method, the contradiction question method, product by integrating writing with reading.The conclusion:The prose teaching strategy is a talking point. I hope this study could contribute to a good idea for prose teaching.