Research On Experiential Teaching About Chinese Prose In Junior Middle School

Experiential teaching is not only attaches great importance to the teaching value of cognitive development, but also focus on the development of life value, reflects the unification of humanism and instrumentalism in Chinese curriculum, and also embodies the essence of new curriculum reform. Under the background of new curriculum reform, it’s very necessary to apply experiential teaching to Chinese prose teaching. Based on the basic theory of the experiential teaching about Chinese prose,the actual situation of Chinese prose teaching, and the phenomenon of junior students’ lack of experience in Chinese prose teaching, this essay tries to discuss the strategies of experiential teaching about Chinese prose in junior middle school.The first part mainly focuses on the explanation of two core concepts, namely "Chinese prose" and "experiential teaching". Identified the scope and types of "Chinese prose" in this study, analyzed the characteristics of Chinese prose, defined and analyzed the connotation and characteristics of the experiential teaching, and laid the theoretical foundations of the experiential teaching about Chinese prose in junior middle school.The second part, analyzed the necessity and possibility of apply the experiential teaching to juniors’ Chinese prose teaching. On one hand, discussed the necessity of apply the experiential teaching to juniors’ Chinese prose teaching,from the two aspects that the importance of Chinese prose in teaching and educating, and problems in the teaching practice of Chinese prose in junior middle school. On the other hand, from three aspects that the Chinese curriculum standard, the stylistic features of the Chinese prose, students’ learning features to illustrate the possibility of the application of experiential teaching to the Chinese prose teaching, which provided a theoretical basis for the study of the strategies in this essay.The third part, in combination with the practical situation about the Chinese prose teaching, the characteristics of the Chinese curriculum standard, and students’ learning characteristics, put forward the strategies of experiential teaching about Chinese prose in junior middle school. This part mainly discussed from the three process of the experiential teaching, namely preliminary experience, deep experience, complete the experience, provided ideas for the first-line teachers to prose experiential teaching.Among them, preliminary experience including four strategies, namely image rendering, music presentation, text rendering, language presentation. The strategies ofdeepen experience including affectionate reading, discussion, situational reduction,comparative reading. The strategies of complete the experience including life practice,keynote speeches, students giving lessons, writing migration.The fourth part, pointed out the vision formed by experiential teaching about Chinese prose in junior middle school, and the notes that should be paid attention.Summarize the full text.