Research On The Teaching Of Descriptive Prose Reading In Middle School

Prose is school textbooks dominant genre, and one of its argumentative essays students rational thinking is especially important and a place, though so, many teachers in everyday teaching more emphasis on teaching lyric, narrative prose and ignore talk prose, coupled with weak students argumentative prose interest, so that such loopholes teaching style.This paper will focus on research and argumentative prose reading teaching, from prose to explore the scope and characteristics of view, and then deep into the study of argumentative prose characteristics and classification, and according to the results of previous studies, combined with determined argumentative language curriculum standards goal Present Situation and prose reading teaching content, on this basis, according to the Chinese classroom efficiency is low nowadays, teaching methods adopted by teachers from the teaching content, classification and neglect stylistic characteristic argumentative prose, students learn to ignore the situation, rigid teaching methods proposed expedient argumentative prose reading teaching strategy.The paper is divided into three parts:Part I:Situation Secondary argumentative prose teaching and research, the theoretical basis and meaning. This section discusses the connotation and argumentative prose essays, features, theoretical classification status quo, and argumentative prose reading teaching and research of this paper is to study the basic argumentative prose reading teaching practice methods.Argumentative essays is having a discussion of the nature of prose, this paper will divide it into literary text and argumentative reasoning, the former mainly refers to the article lyrical prose narrative has argumentative nature, which is that we usually refer argumentative, is the author an idea or event to express their views and discuss the article. On this basis, the paper draw Peng Daqing "argumentative prose aesthetic reading type" of reasoning literary text according to their reasoning is divided into topics formula ideographic prose, lyrical prose style chat, understanding the reasoning prose style, according to Yu Shaoqiu the "Exposition Writing Theory "the argumentative divided clarify the text and supporting documents.Part II:Middle School and Teaching Content Targeting argumentative prose reading teaching. This part binding language curriculum standards and textbooks selected articles discusses determine argumentative prose reading teaching process objectives and content. Wherein determining goals and learn to criteria for the classification, combining the characteristics and language curriculum standards argumentative prose, were the beginning, the goal of teaching high school reading argumentative prose summarized into three points. Overall, the goal of junior students focus on reading argumentative prose basic capabilities, high school's goal is based on the development of reading skills, students focus on the culture of rational thinking and critical spirit. In determining the content of high school argumentative prose reading teaching, on the basis of stylistic classification based primarily on argumentative prose, combined with the high school textbooks and curriculum standards, students learn from the text style and love both argumentative prose respectively to elaborate.Part III:High school argumentative prose reading teaching problems and coping strategies. This section mainly through contact teachers teaching memoir or instructional design, analysis of teachers "teaching" process problems and propose strategies for the problem. In the real teaching situation, there are many problems argumentative prose reading teaching. Some teachers cater to the trend of reform, focused on new teaching methods, teaching content while ignoring the main thing most of classroom teaching. Some teachers lack of knowledge argumentative prose, do not understand the classification and stylistic features of the style, resulting in the teaching process upside down, the interpretation of the text is not in place. There are some teachers and teaching experience in the only reference is from the neglect of students to learn scientific analysis of the situation, leading to rigid teaching methods, low efficiency in the classroom. Faced with these problems, language teachers should first reasonable interpretation of curriculum standards, establish the concept of teaching content priority; secondly, to improve knowledge of literacy argumentative prose style; once again, to consider various factors to select appropriate teaching methods; and finally, focusing on students learning situation analysis of the learning situation concerned connotation richness.Research on the prose reading teaching has achieved a lot, but with argumentative prose reading teaching related studies are rare. In this paper, the research methods followed the previous reading teaching and research, but the contents have unique characteristics, mainly reflected in the discussion of argumentative prose characteristics and classification. Therefore, in previous research content is reading a supplementary teaching and research, making knowledge about the teaching of reading in more detail, and thus more operational. Due to primary and secondary language textbooks ancient prose generally known as "classical", so in this article refers specifically argumentative prose Contemporary argumentative prose. Theory is the precursor of the practice, there is no theory to guide practice is blind, therefore, this study is not only to refine and perfect prose reading teaching theory, but also to provide a reference to prose reading teaching practice.