Research On The Teaching Strategies Of Prose Aesthetic Experience In Junior Middle School

Prose is a language art of beauty,bearing the task of expressing aesthetics in the form of symbols.The teaching of prose reading is inseparable from students' aesthetic experience,which is a positive and active psychological process.The experience is a requisite aesthetic method in the process of prose reading.Aesthetic experience in prose teaching is to make students feel an emotional flow and enlightenment in thinking on the basis of deep dialogue with the text,thus enhancing the aesthetic ability.Combined with the requirements of “fostering integrity and promoting all-rounded development of people” in the new era,this paper studies the teaching of prose reading in junior middle schools from the perspective of aesthetic experience.The Introduction includes the significance of the research,the current situation of the research,relevant document review and research methods.Chapter ? defines the concepts of "prose","aesthetic experience" and "levels of aesthetic experience",and discusses the characteristics of the teaching of prose reading from the perspective of aesthetic experience.Chapter ? makes a concrete analysis of the teaching contents of the aesthetic experience teaching of junior middle school prose reading,the requirements of the Chinese curriculum standards for compulsory education and the beauty of prose.Chapter ? designs a questionnaire on the teaching of prose reading in junior middle schools from the perspective of aesthetic experience,and presents the results of it.Then it analyzes and studies the students' problems in prose reading and summarizes the main reasons for the problems from the students' and teacher's point of view.Chapter ? is the research on the implementation strategies in the teaching of prose reading in junior middle schools from the perspective of aesthetic experience.There are three strategies: following the path of aesthetic experience,creating vivid teaching situation and improving strategies for students' aesthetic experience.The strategies above are proposed to provide some reference for teachers of Chinese working in junior middle schools.