Study On The Teaching Strategies Of Contemporary Prose In Senior High School From The Perspective Of Close Reading Of Text

Contemporary prose,one of the important genres in the unified high school language textbook,is crucial in language teaching at the high school level and is an important grasp of cultivating and improving students’ language literacy.Close reading of the text requires that prose reading should be based on the text,starting with a careful reading of the language of the text,and deepening the content of the text to appreciate the emotional connotation it contains.A close reading of contemporary prose is good for consolidating students’ linguistic ability,developing their reading thinking,improving their aesthetic quality and stimulating their creative consciousness.In terms of the current situation of teaching contemporary prose in high school,there are still problems such as students’ low interest in learning,insufficient individual experience,superficial teaching content and solidified model.Therefore,based on the theory of close reading of texts,we propose corresponding teaching implementation strategies to address the current problems of teaching contemporary prose in high school language.First,in terms of students’ reading experience,the unique link between students and contemporary prose is established from both the implementation of personalized reading and the stimulation of learning interest to optimize students’ close reading experience.Secondly,the content of the prose is determined from within the prose text,based on the specific characteristics of the language,structure,image,and expression of emotion of the text.At the same time,considering that different types of prose have different individual characteristics due to their different contents and nature,and the focus of teaching is also different,the teaching methods are chosen according to the different stylistic characteristics of three types of prose: narrative,lyrical and philosophical,and the corresponding teaching strategies for close reading are explored and proposed.The teaching practice of the three types of prose proves that the use of theoretical knowledge of close reading of text has improved the current situation of prose teaching to a certain extent,deepened students’ understanding of the content of the text,and improved students’ aesthetic appreciation and ability to use language and words.However,when using the theoretical knowledge of close reading of text to teach prose,we should pay attention to the fact that close reading of prose should be a close reading under the overall view,respecting the text,considering students’ basic learning conditions,respecting students’ subject status,and focusing on the implementation of core literacy penetration.