Research On The Teaching Of Modern And Contemporary Prose Intertextuality Reading In Junior Middle School Chinese

Contemporary prose is a major genre in the current unified edition of junior high school Chinese textbooks.How to better achieve teaching objectives,including core Chinese literacy,in contemporary prose reading teaching is an important issue that urgently needs to be considered in current teaching reform.The application of intertextuality theory in reading teaching can break through the limitations brought by the traditional single reading teaching mode,realize the communication and dialogue between texts,give full play to the students’ learning subjectivity,and thus promote students to personalize and deepen the geographical understanding of texts.Based on this,this paper attempts to introduce the intertextuality theory into the teaching of modern and contemporary prose reading in junior high school,in order to provide a new reading teaching model for modern and contemporary prose.First,the introduction part explains the origin,purpose and significance of this research,collects the conceptual research on intertextuality theory at home and abroad and the relevant practical research on the application of intertextuality theory to Chinese reading teaching in middle schools,combs,summarizes and summarizes them,and explains the research ideas and research methods of this paper.Secondly,it defines the connotation of intertextuality theory,distinguishes it from intertextuality,compares intertextuality reading teaching mode with other reading teaching modes,and points out the advantages of intertextuality reading teaching mode.Third,analyze the feasibility of applying intertextuality theory to modern and contemporary prose reading teaching from two aspects: the intertextuality phenomenon in modern and contemporary prose and the applicability of intertextuality theory to modern and contemporary prose reading teaching in junior high school.Fourthly,conduct surveys on students and teachers through questionnaire survey and interview survey methods to understand the current situation of prose reading teaching in modern and contemporary times,and identify and analyze problems.Then it analyzes the characteristics of the layout of modern and contemporary prose of junior high school language in the Unified Edition,and finally summarizes the necessity of applying the intertextuality theory to the teaching of modern and contemporary prose reading.Fifth,this part is the key part of this article,which is mainly divided into the general principles,strategies and basic links of classroom teaching of intertextuality reading teaching of modern and contemporary prose in junior high school.The general principles include creating an equal dialogue teaching environment,selecting mutual texts based on teaching objectives,students’ learning situations,and selecting multiple styles of mutual texts;Implementation strategy part: first,find the entry point of intertextuality theory and its combination from the author,expression mode and theme of modern and contemporary prose,then clearly select intertextuality from the inside and outside of textbooks,and then propose three basic intertextuality modes between texts: induction,summary and induction,and transfer;Finally,the intertextuality reading teaching classroom is constructed by combining the five links of classroom teaching introduction,initial reading,quality reading,emotion/theme sublimation and assignment.Sixth,use "Back Shadow" as a specific lesson example for teaching design and analysis.Finally,the author reflects on the teaching of intertextuality reading in modern and contemporary prose in junior middle school and puts forward suggestions.In general,this paper discusses the application of intertextuality theory to the teaching of modern and contemporary prose reading in junior high school Chinese,and puts forward reading teaching strategies in order to provide a basis for later teaching practice.