Research On The Teaching Of Landscape Prose In Middle Schools Based On Reverse Desig

Reading teaching is an important part of language teaching,and prose accounts for a large proportion of the texts selected from secondary school language textbooks.Using prose teaching as a breakthrough to solve the problems in prose teaching can help optimise the language classroom and improve the effectiveness of language teaching.This paper focuses on the teaching of scene-writing prose,and conducts a study on the introduction of reverse design in the teaching of scene-writing prose in secondary schools.Scene writing prose contains the author’s aesthetic tendencies and reflections on life.By reading the precise language expressions of the prose,we can learn the author’s unique expressions and writing methods,and improve our writing and aesthetic appreciation skills.This paper combines reverse design with teaching using reverse thinking to explore strategies for teaching writing landscape prose in reverse.The paper is divided into five parts:The introductory part is in the context of the new curriculum’s core language literacy,mainly on the teaching of writing scenic prose,reverse design of existing research were sorted out and analyzed,on this basis to determine the focus and innovation points,research ideas and core issues of this paper.The first chapter analyses the current situation of the teaching of scene-writing prose.Through questionnaires and interviews,we analyse and summarise the main problems of writing scenic prose,mainly the destruction of the context of the text,the lack of interest of students in reading,and the assessment that is not conducive to the development of students’ personalities,but there are also good teaching foundations such as teachers’ focus on text analysis and teaching focusing on the ’beauty of nature’.Chapter 2 discusses the feasibility of reversing the teaching of scenic prose.The thesis explains the value of reverse design in relation to the theories of reverse design,and further analyses and discusses the implementation path based on the characteristics of "external speech objects",personalised speech expressions and unique emotional perceptions in teaching scene-writing prose.The third chapter discusses the basic principles and teaching strategies of reversing the teaching of scene-writing prose.Combined with the reverse design,this paper proposes three major principles: assessment throughout the whole process of aesthetic activities,return to the understanding of situation and context,and lead teaching with aesthetic activities.In view of the current problems in teaching scene-writing prose,four major strategies for teaching scenewriting prose in reverse are explored: firstly,extracting "big concepts" to explore aesthetic connotations;secondly,diversifying assessment to enhance aesthetic interest;thirdly,making full use of resources inside and outside the classroom to strengthen reading motivation;and fourthly,consolidating reading foundations to promote aesthetic migration.Chapter 4 reflects on the theory and practical exploration in conjunction with reverse design.Taking the unified high school language compulsory first book "Autumn in the Forbidden City" as an example,the case study is analysed and reflected on according to the teaching strategies to carry out the reverse teaching practice of writing scenic prose.To sum up,this paper takes writing scenic prose as the research object and reverse design as the research perspective.After reflecting on the problems existing in the teaching of writing scenic prose in secondary school language,it carries out teaching practice of writing scenic prose based on reverse design,so as to improve the effectiveness of teaching writing scenic prose and provide more feasibility for the development of reverse teaching of writing scenic prose.