A Case Study On Determining Chinese Prose Teaching Content In Tunier Middle School

The determination that the content of Chinese teaching,has become a hot issue on concern and research of Chinese Teaching in the current. While in the middle school language teaching material, proportion of prose is relatively large, but some of its teaching content is not scientific, casual and even chaos. So to sperk the determination that the teaching content of prose in the whole Chinese teaching content have a vital role.Research object of this paper is the Chinese teaching content of prose in junior middle school, based on the “text style ”, according to the text style combines the text characteristics of universality and individuality, using literature analysis, case study,mainly from three parts: one is to summarize the existing research results, and put forward myself research ideas based on its; two is analysis the cause that the Chinese teaching content of prose is difficult to determine in middle school, so as to find out the problem; three is how to determine the prose of teaching content, and finding out the path to determine the content of prose teaching, combining the two classical prose in junior middle school to analysis the teaching content of prose in junior middle school from the “class” to “article”.The study concluded that the determination of the content of prose teaching should be divided into two steps: the first step is to understand and grasp the features of “this kind ” text, do not go astray in the direction of teaching content determination. In this step, locating the teaching contenton of "this kind ”prose text,“personalized expression object" ?“personalized speech expression and Statement of composition ”(including the unique language, structure, expression, expression, writing method, etc.);“unique emotional cognition of the author”(including the author's unique emotions,thoughts, life experience, experience, etc). the second step, to grasp “a prose's” unique value, to determine the reasonable teaching content.For how to seize “a prose's” unique value, we need on the basis of the first step, through determininng the prose's gross attribute, judging the writer's style, to find“a prose's” unique value, finally choose the teaching conten in the teaching activities.The two step complement each other, not asingle one can be omittedbe, the teaching content of the prose also basically set down.,when these two steps to go through.