Prose should be the dominant genre of reading teaching in primary and secondary schools, "including stories, fables, close-ups, biographies, travel notes, essays, expositions, scientific papers, etc." , a wide range, including expository and argumentative refers to vivid expository and argumentative, collectively referred to as literary prose. In fact, classical Chinese is basically prose, such as Preface to Lanting Collection, A Skillful Woman Can't Cook Without Rice, Teacher's Comment, Persuade to Learn, and so on. This question has never occurred to me before. So what's the use of this understanding? Obviously, Professor Wang Rongsheng is still giving us a clear concept of "article style".

Since prose is the dominant genre, we should learn more theoretical knowledge in this field to guide teaching practice. Unfortunately, there is little research on prose theory. Professor Wang mentioned the theory of prose aesthetic norms in several works. He pointed out that "the study of prose theory is absent, and the theory of prose interpretation is almost absent." Therefore, teachers may have to pay more attention to prose teaching.

What exactly is prose?

Professor Wang Rongsheng didn't give us a definition. However, what I can realize is that prose is a more personal and personalized emotion and thought. Every essay is a personal expression of the author's spiritual experience and conveys the author's personal true feelings.

To this end, I learned the following points from Professor Wang Rongsheng's lecture that should be paid attention to in prose teaching:

First of all, we should establish a connection between students and this text.

1. Prose teaching must also be designed according to the style of prose.

However, it must be noted that this does not mean teaching only the characteristics of prose, but also the characteristics of "this one".

Because prose is eclectic, especially modern prose. If you want to use a fixed routine to deal with all prose, you will undoubtedly fall into the traditional teaching mode.

Different authors have different prose characteristics, and the prose characteristics of the same author in different periods will be different, so while paying attention to the characteristics of * * *, we must read and think about this article. Prose reading and teaching must always be in this essay.

2. With the help of personalized sentence structure in prose, feel and appreciate the rich and delicate life experience conveyed by the author.

"The essence of prose reading teaching is to establish a connection between the students' existing experience and the author's unique experience conveyed by this essay. "

Professor Wang pointed out, for example, that Zhu Ziqing's Moonlight on the Lotus Pond and Ji Xianlin's Tragedy in a secluded path both conveyed unique life experiences. Because it is unique and different from us, we need to read, feel, experience and share it ourselves.

"The author's life experience is integrated into his language experience." His China experience is embodied in his personalized language expression, conveying rich and even complex, delicate and even subtle things.

Second, we should avoid two "going out" mistakes, abandon China's experience and take time out of life experience.

1, when looking for personalized speakers, you must be careful not to look outside for "external speakers".

Professor Wang Rongsheng gave an example of Ansai waist drum in class. The idea of teaching is to find relevant sentences describing people, things, scenery and things through students' preliminary reading of the text, and then understand the described objects through these sentences, that is, the described people, things, scenery and things, and intercept sentences at will to talk about their impressions, feelings, associations and judgments. With the help of other resources, such as making a movie, teachers and students will unconsciously let the people, events, scenes and things in the text subjectively rush to the "external speaking object" More importantly, it sometimes extends to other' external speakers', perhaps from lilies to lotus flowers, or from beating drums to Olympic scenes. "

This kind of teaching design, including my own teaching, exists in large numbers, and I didn't notice anything wrong before. But now that I think about it, what can students finally get from this teaching design? Encyclopedia knowledge? Why not get it directly from books, movies, etc? Why do you want to read this text? Such a class must have no Chinese flavor and become a hodgepodge. No wonder laymen, including some Chinese teachers, think that anyone can teach Chinese.

2. Never go from the "unique emotional cognition" of prose to the "thought" and "spirit" of conceptualization and abstraction. Implicit cognitive logic is as follows:

For example, Ansai Waist Drum conceptualizes and abstracts the author's thoughts and feelings, and excavates the "hard work" spirit of Ansai Waist Drum. And constantly render and strengthen the "thought" and "spirit" in the air, try to make students "have", further explore or extend the characteristics of the object, and form slogans, such as Ansai people's "desire for life" and "love for their hometown", etc. Finally, the teacher's passion ends, or students can talk about gains.

The above two prose teaching methods are typical of "turning China people into non-China people" and abandoning the author's "China experience".

In the process of writing, a question suddenly appeared. The college entrance examination really tests questions and skills. If you don't talk about this in class, how can students test their grades? Then it occurred to me that the theme and skills of the college entrance examination seem to be novels instead of essays. Then it doesn't matter. But on second thought, I remembered the book "What to Teach in Novel Teaching" that I started reading today. In the book, I am quite disgusted with the inductive theme, thinking that reading a novel does not need to think about the theme, but the most important thing is the process, which is another kind of life shown by participating in the novel. Of course, this book has just begun to read, and the content behind it is still unknown. However, from the information I have seen so far, I still have some doubts about how to understand and weigh the relationship between the teaching concept advocated by Professor Wang Rongsheng and the pressure of college entrance examination in actual teaching, especially when I am about to enter the third year of senior high school for the first time. It may also be that my understanding of the Chinese test questions in the college entrance examination is not in place and I have not studied the test papers in the college entrance examination. I'm gonna start thinking about it. It may not be as simple as I thought. The current college entrance examination language is actually to test students' language experience and taste again. If so, that would be great. I will be more motivated and confident, and move forward in the direction directed by Professor Wang Rongsheng!

Written on March 24th, 2020.