| Prose occupies half in the high school textbooks and it is the leading genre of Chinese teaching in senior high schools.The lyric prose,with elegant writing,sincere emotion and profound artistic conception,has been selected as a model of prose since 1931.“Moonlight over the Lotus Pond” from Zhu Ziqing,with the vivid and delicate nature of the description and real emotion,broke the superstition that the vernacular cannot be written as an artistic essay.According to statistics,21 kinds of teaching materials have been included since the publication of “Moonlight over the Lotus Pond”.However,there existed a problem of single background material and one-sided teaching content when the author studied the teaching situation since 1931.In order to solve the common problems existing in the teaching of “Moonlight over the Lotus Pond” and other lyric prose,the author tried to start with the teaching history of “Moonlight over Lotus Pond” and put forward some teaching strategies for the current “Moonlight of Lotus Pond” and lyric prose of scene.This paper expounds the microcosmic teaching history of “Moonlight over Lotus Pond” in different periods.The teaching history mainly includes the factors that influence the interpretation and teaching of the “Moon Color of the Lotus Pond”.,the reception and interpretation of literary circles and the teaching circles,and it finally summarizes the influence of literary interpretation on teaching interpretations as well as the problems of teaching interpretation.In the period of curriculum standard(1927-1949),the interpretation of the “Moonlight over Lotus Pond” laid emphasis on the language,style and rhetoric of the article.Teaching interpretation(taking the mixed language textbook of junior middle school of 1931,the Chinese School of basic textbook of 1932,and the hundred and eight lessons of Chinese of 1935 as an example)paid more attention to grammar knowledge and the instrumental goal of Chinese teaching.From 1950 to 2000,literature interpretation was more comprehensive,and teaching interpretation(taking five-year Middle School Chinese High School textbook of 1981,Senior Middle School Chinese textbook of 1995 as an example)background material was single and mostly focused on political hesitation,but it also existed the problems of biased teaching content and sequencing teaching.Since the beginning of new century,prose teaching has been with the trend of diversification,but there were still some instrumental goals in the practical teaching.The college entrance examination was still used as the baton to organize the teaching activities;Literary interpretation was more academic and scientific.Through sorting out the teaching history,the author finds that the literary interpretation of “Moonlight over Lotus Pool” played a constructive role in teaching interpretation.On the basis of the above,the author tries to put forward the teaching strategies for the present “Moonlight over Lotus Pool” and the lyric prose of high school scene.Teaching interpretation should selectively absorb literary interpretation,which conforms to the teaching contents and teaching objectives,can be properly used in teaching;In order to realize the active reading of students,we should interpret the text,dig up the background data,arrange the background materials reasonably in the classroom and list the background materials.According to the characteristics of prose,we should improve the teaching content based on prose language,feel the aesthetic of the article on account of prose artistic conception,and pay attention to the author's emotion. |
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