A Study Of Modern And Contemporary Prose Reading Teaching In Junior High School From The Perspective Of Intertextuality Theor

The ambiguity of the genre characteristics of contemporary prose and the limited experience of students make the reading teaching of contemporary prose a difficult task,and students’ learning of contemporary prose lacks interest and effectiveness.Intertextuality theory emphasizes the relationship and process of borrowing,absorbing,transforming and imitating one or more previous texts in the process of literary creation in terms of content or form,and focuses on the interrelationship between texts.Introducing intertextuality theory into the teaching of reading contemporary prose can expand the research theory of prose reading teaching,provide a theoretical basis for text interpretation and theoretical support for curriculum content integration,thus enhancing students’ interest in reading contemporary prose and improving the effectiveness of reading and understanding contemporary prose.Firstly,an overview of intertextuality theory and contemporary prose in unified middle school language textbooks is presented.In the overview of intertextuality theory,the core concepts of "intertext","intertextuality","text",and "intertextuality" are first explained.The core concepts of "intertextuality" are as follows:"intertextuality" means that the upper text contains the words that will appear below,and the lower text contains the words that have already appeared above,and the meanings of the upper and lower texts complement and explain each other;"intertextuality" means that in the process of literary creation,the creator The term "intertextuality" refers to the relationship and process of borrowing,absorbing,transforming and imitating one or more previous texts in terms of content or form;"text" not only refers to written and oral language works,but also includes all other symbols that can produce meaning;texts that have intertextual relationship with the current text are collectively called "inter The text that has intertextual relationship with the present text is collectively called "intertextual".Secondly,the representative figures in the development of intertextuality theory and their main ideas are explained,from Bakhtin’s theories of "dialogue," "polyphony,"and "literary carnival" to Julia Kristeva’s "intertextuality.From Bakhtin’s theory of "dialogue,""polyphony," and "literary carnival" to Julia Kristeva’s "intertextuality," Roland Barthes and Bloom’s enrichment of intertextuality theory and deconstructive criticism and poetics or rhetoric,the origins,establishment,development,and evolution of intertextuality theory are described.When discussing the basic situation of modern and contemporary prose in the unified junior high school language textbooks,he first clarifies the concept of "modern and contemporary prose",pointing out that modern and contemporary prose refers to essays written by writers during the period from the May Fourth Movement in 1919 to the current historical period,which are realistic in content and literary in language.This includes "vivid"explanatory essays and essays.Secondly,we analyze the contemporary prose in the unified middle school language textbooks,and outline the characteristics of the selection of contemporary prose in the unified middle school language textbooks as the combination of classical and contemporary texts,the diversity of text types,and the sequential nature of students’ psychological development.Secondly,the pedagogical value and appropriateness of applying intertextuality theory to the teaching of reading middle school contemporary prose is analyzed:the value of applying intertextuality theory to language teaching is discussed in two dimensions:providing a theoretical basis for text interpretation and providing theoretical support for curriculum content integration;the appropriateness of intertextuality theory to the language curriculum standards for compulsory education(2022 edition),the appropriateness to the characteristics of prose,and the appropriateness to the dialogical nature of the prose teaching process are analyzed in three aspects:the appropriateness of intertextuality theory to the teaching of reading middle school contemporary prose.Next,the questionnaire method was used to design questionnaires with different contents for the students and teachers of the junior high school section,respectively.The questionnaires were distributed to the students of junior high school section to understand the students’situation before,during and after the study of modern contemporary prose,according to which the four problems of low motivation of some students to study modern contemporary prose,low pre-course pre-study level of some students to study modern contemporary prose,low comprehension of some students to study modern contemporary prose,and low willingness of some students to extend their study of modern contemporary prose after class were proposed.On the basis of these four problems,some teachers’ teaching methods are solidified,some teachers have a single choice of teaching aids,and their knowledge and practice of intertextuality theory is insufficient.On the basis of these three problems,we suggest that some teachers’ teaching methods are solidified,some teachers choose only one way of teaching aids,and they do not know and practice the theory of intertextuality enough.On the basis of the above,the strategies for teaching contemporary prose reading in the context of intertextuality theory are discussed in detail.The first is the intertextual reading strategy,in which teachers should read the text carefully and select the form based on intertextuality theory,which includes two steps:analyzing the teaching text and determining the teaching form:detailing how to analyze the text from three perspectives:expanding the content of the text from point to point,developing thinking,searching for cross-text,tracing the origin,and exploring the hypertext;providing strategic guidance from two forms:single teaching and multiple teaching.Teachers should choose appropriate intertextual texts according to the focus of teaching,and propose teaching strategies from three dimensions:author-centered,shaping the real context;object-centered,exploring different states of mind;and speech-centered,reading the prose language carefully.Finally,based on intertextuality dispersion,teachers should focus on intertextuality theory-based commentary prompts in their teaching to promote literacy formation.Three teaching strategies are proposed respectively to focus on textual relationships,enhance thinking skills,update the evaluation mode,promote skill formation,and accumulate knowledge inside and outside the classroom to form intertextual awareness.Finally,the above strategies are applied in practice,and the reading teaching design under the perspective of intertextuality theory is carried out with the case of Autumn Reminiscence.Based on the above discussion,we expect to provide teachers with specific references in the three stages of text interpretation,teaching form selection,and students’ literacy formation,so as to improve teachers’ reading teaching of contemporary prose and students’ reading effectiveness of contemporary prose.