Research On Chinese Teachers’ Professional Prose Text Interpretation

Teacher Reading text is a prerequisite for the existence of Chinese reading teaching, and prose as the dominant genre middle school, so teachers prose interpretation of the text is very important. The "teacher" of this special role, unlike the general reader, the need for prose text "professional" interpretation. However, the existing teachers prose text interpretation "style consciousness", "learning situation analysis is not specific enough, in place," "not focusing on the author body" and other issues, which have an impact on teaching and learning activities, such as teaching goals sidelined, teaching content The lack of propriety. Therefore, this article tries to interpret prose text from the teachers ’professional’ aspect to explore how teachers interpret prose text: one teacher Interpreting angle prose text: on the one hand teachers should deep-level, multi-angle to interpret text, to prevent the contents of the text surface glide, spin, repeat students glance the content; teacher is not merely a "reader", and from the "New Standard", "editor", "author", "student", "teaching" multi-angle perspectives interpret the full range of text; the second is to determine the teaching objectives: prose has its own aesthetic characteristics, grasp prose teaching to pursue "enlightened Italian aesthetic" features to determine the general direction of the prose teaching objectives, and based on their own prose style, body language, amphibians and other characteristics and style as well as the estimated student learning situation to determine the specific teaching objectives; third is to select appropriate teaching content, based on the author the main concern of the author’s unique language to express emotion and personal expression, you can As teaching content, in addition, through analysis of specific learning situation, teachers can understand students may occur when reading text dyslexia, difficulties, the key point of the article, critical of the teaching content and so can become. Fourth, the rational design of teaching, according to the teaching objectives and teaching content, design a few "main problem" to bring the full text to read and understand, and reasonable arrangements for teaching activities.The above interpretation of the content of the four-step method designed to help teachers carry out deep and meticulous prose text interpretation to reveal the deep mysteries of the text implied that teachers in the face of the text, no longer confused flawless, and thus faster, more accurately grasp the message of the text, more reasonable, cleverly arranged next teaching content and teaching activities.