Research On The Application Of Wang Rongsheng’s Prose Teaching Concept In The Teaching Of Lyrical Prose In Junior High School

Wang Rongsheng is the first Ph.D.in the Chinese teaching research direction of "curriculum and teaching theory" since the founding of China.He has made great achievements in the field of Chinese teaching and research.He emphasizes listening to and evaluating lessons from the perspective of teaching content,and has formed the idea of language teaching with "reconstruction of teaching content" as the core.In the area of reading teaching,he has proposed "the theory of text classification" and "the theory of text style",and has put forward specific and feasible strategies for the problems in prose teaching in primary and secondary schools.As a category of prose with unique aesthetic value,the writing of scenic and lyrical prose is of great significance to the cultivation of students’ emotional and aesthetic experiences.However,in actual teaching,the teaching value of writing scenic and lyrical prose has not been fully developed.Therefore,based on the study of Wang Rongsheng’s prose teaching philosophy,the thesis will attempt to explore its application in the teaching of writing lyrical prose in junior high school.The thesis is divided into six parts.The first part mainly reviews the current research on Wang Rongsheng’s language teaching philosophy and the teaching of middle school writing and lyric prose,taking into account the current research background and the definition of the concepts of prose and writing and lyric prose.It is found that the research on Wang Rongsheng’s language teaching philosophy is mainly focused on specific theories,but his prose teaching philosophy is less mentioned and lacks a systematic distillation and summary;and the research on the teaching of writing and lyric prose is mostly focused on the common teaching methods of "this class" and less on the selection of teaching contents under the characteristics of "this piece"."The second part analyzes the selection and teaching status of middle school writing and lyric prose.The Ministry’s version of junior high school language textbook contains 11 pieces of lyrical prose,most of which are classical and beautiful,with sincere emotions and exemplary language.However,the teaching status of middle school writing and lyric prose is not satisfactory.Teachers and students do not have a comprehensive understanding of prose and the stylistic features of writing and lyric prose,which leads to deviations in the selection of teaching contents and the design of teaching activities in a pattern.The reasons are as follows: first,the "featurelessness" of prose and the lack of interpretation of prose texts;second,the teachers’ failure to update their teaching philosophy;and third,the shackles of "test-taking education" in Chinese examinations.The third part summarizes Wang Rongsheng’s prose teaching concept and the applicability of landscape and lyric prose teaching in junior middle school.This paper systematically summarizes Wang Rongsheng’s concept of prose teaching from the perspectives of teaching content and teaching design.Wang Rongsheng’s prose teaching content theory includes "text selection and classification theory","text style theory" and "interception,diversion and positive response" strategies.Wang Rongsheng’s prose teaching design theory includes "determining four key points and developing teaching links" and "designing prose teaching according to four principles".Drawing the specific enlightenment to the teaching of landscape Lyric Prose in junior middle school: recognize "this one" and "this one",choose the teaching content,and design the teaching link with students as the main body.Wang Rongsheng’s prose teaching concept is more suitable for the unique style of landscape lyric prose,and can effectively solve the teaching dilemma of the latter.The fourth part analyzes Wang Rongsheng’s prose teaching philosophy in determining the teaching content strategy of writing lyrical prose in junior high school.It includes three points: firstly,the four types of selected essays,namely,"definite essay","example essay","sample essay",and "use piece".The second is to determine the end point of teaching according to the stylistic characteristics of a single piece of writing and lyric prose,that is,the teaching goal to be achieved;the third is to determine the starting point of teaching according to the students’ situation,that is,the important and difficult points of teaching.The fifth part analyzes the teaching session design strategies of Wang Rongsheng’s prose teaching concept in teaching middle school writing and lyric prose.The core idea is to take students as the main body and design students’ learning activities,while the specific process is to build two to three steps and choose teaching strategies and methods,and the steps should be built by grasping "introduction","language" and "emotion".The three links are "Introduction","Language" and "Emotion",from "Introduction" to "Reading" and "Language" to "Emotion".The sixth part is an attempt to design the teaching concept of Wang Rongsheng’s prose in junior high school writing and lyric prose,taking "Spring" and "Rain in Kunming" as examples.To reflect on teaching design,we should "dialectically treat presupposition and generation" and "specific articles and specific analysis".