What to Teach Prose

Professional Reading Notes

--What Prose Teaching Teaches (Wang Rongsheng, ed.)

I. Problems and Countermeasures of Prose Teaching in Elementary and Middle Schools

(I) Background General Knowledge

1.? Prose is the dominant text type in primary and secondary reading teaching. The vast majority of the texts selected for the textbook are "literary prose".

2. Broad prose - (language teaching community) literary prose - narrow prose

Language teaching community "literary prose" meaning: including stories, fables, features, biographies, travels

The meaning of "literary prose" in the language teaching world is: stories, fables, features, biographies, travelogues, essays, (vivid) descriptions, (vivid) essays (editorials, reports, speeches), scientific sketches, etc.

3.

3.? Proportion of literary prose points in the textbook of the Humanistic Version

Teaching materials

Polymathic texts

Prose

Book I

25

24

Book II

25

22

Book III

20

17

Book IV

20

19

Book V

8 units

3 units

Book VI

4.? Language teaching, the vast majority of class time is spent on reading instruction, and prose is the mainstay of reading instruction. Naturally, the problems of reading teaching are naturally focused on the teaching of prose. Properly solve the problem of "teaching content" prevailing in the teaching of prose, is undoubtedly the key to improve the classroom, improve language teaching.

5. The key to solving the problem of "teaching content" prevalent in the teaching of prose is a reasonable interpretation of the text. And reasonable text interpretation, based on literary theory and the study of article. The theory of prose interpretation is far behind. This is the teacher's prose reading teaching dilemma.

(2) a few points of understanding of the teaching of prose reading

1.? Prose reading teaching, to establish a link between students and "this" text.

(1) other subjects teaching, "text" is only learning materials (pathway, medium), but not the object of learning; prose reading in the "this one", both the school material, but also the object of learning.

(2) "This one" is a unique text, the task facing students is to understand and feel the author's cognitive emotions conveyed by the text of "this one" is to understand and feel the author's cognitive emotions conveyed by the text of "this one". "In the author's unique cognitive emotion into one of the statement chapter, language knowledge.

2. Prose reading teaching, always in the "this one" prose.

(1) Prose has an "external, recognizable object of speech", which is the difference between it and "poetry, fiction, drama" (pure literature).

(2) The literary character of prose is in the "world created by language," and prose is not fictional, but the reality of prose is not "objective" reality, but "the author's very personal characteristics". But the reality of prose is not an "objective" reality, but the people, events, scenes, and things filtered through the author's very personal senses. What he feels and thinks is also very personal.

(3) Literary prose highly personalized speech object and speech mode, is the difference with thesis report, newsletter. We read prose to feel what the author sees and hears, and to recognize what the author feels and thinks. The latter needs to be recognized. Prose does not need to be recognized.

(4) prose reading, always in the "prose", the external object of speech, not in the prose "reading" and prose teaching vision, and the association of the external object, is only after the reading of things.

3. Through the author's prose, we feel, experience, and share life experiences and experiences that we do not have in our daily lives and cannot have. That is, our prose reading teaching, is to guide students to the "author's unique experience", that is, to the "this" prose of the statement of the chapter and expression of the richness and even complexity, subtle and even subtle to go.

Students' existing experience (language experience) + (life experience) - different

Author's unique experience (language experience) + (life experience) - cannot be the same

(3) Problems: Reading Prose "Two Outside Runs" or "Going Beyond ......".

1. Detached from the text, is the prose teaching of the cumulative disadvantages, there are two reasons: one is to ignore the students to the author of the feelings expressed by the realization; the second is to ignore the students to the text of the language of taste. Recognize the author's feelings, precisely the need to read the text of the language of taste.

2. The text as a springboard, from the prose "personalized speech object", run to "external speech object".

The author's verbal expression (utterance)? (words)

Referring to (person/event/scene/object that the author has seen/heard) (outer run)

External object of speech (objectively existing/person/event/scene/object)? (external run)

3.? Running from the "unique emotional perception" in prose to the conceptualized and abstracted "thought" and "spirit".

Author's verbal expression (utterance) (text)

Reference (what the author thinks and feels, i.e., lyrical argument)

Conceptualized, abstracted thought, spirit (what the object of external speech has/what the student should have)? (go beyond ......)

4.? Teachers in the classroom to talk about additional things, or lyrical about the resulting thoughts, feelings, exclamations, or instructed students to speak, say something that seems to be the teacher would like to listen to the big words (the end of the class session of the "extension", is the most common thing to do). "Go outside the text", "out of the author outside", in fact, discard the language experience, empty life experience. --It becomes a "non-language class".

Language class (prose teaching) should be the integration of the two:

"Language experience" - unique chapter and verse, personalized expression, revealing the heart of the statement

"Life experience" - personalized speech objects, unique cognitive emotions

5.? Teaching Prose, Two Unified Goals

From the perspective of student learning, the first is to recognize the unique experience conveyed by the author in the prose, and thus enrich one's own life experience (humanistic goal); the second is to enhance one's knowledge and ability to read prose, i.e., to enhance one's own linguistic experience (instrumental goal), through the study of prose.

Learning Reflection: We often say that reading teaching should be "close to the text" or "not detached from the text", how to understand?

(D) to solve the problem of prose teaching

1. Literary genres of the "four divisions": novels, poetry, drama and prose, that is, "excluding novels, poetry, drama, are all prose", Wang Rongsheng believes that this division is not appropriate, should be adjusted to send:

"

"Pure literature (novels, poems, plays, and essays) is a form of literature. Pure literature (novels, poems, plays)" + "literary prose" + "practical articles"

2. Where the genre and stylistic features of a clearer understanding, has formed a corresponding reading of the article, it is appropriate to separate from the "prose" and special treatment, such as news, newsletters, newspaper articles, newspaper articles, biographies, memoirs, popular science fiction, speeches, deliberations, fairy tales and so on.

3.? Focus on the characteristics of the prose genre, the formation of interpretation methods matching the "prose", or the basic orientation of prose interpretation, the formation of ideas for prose text interpretation. The methods and ideas of text interpretation, there is no systematic theory, only with the help of famous teaching records, summarized in a typical case study.

Second, the principles of teaching design of prose reading

(a) the literary characteristics of prose

1.? Prose literary features are "featureless".

(1) prose "is left over", prose is not strictly the concept of genre, is the concept of convention, is the "exclusion method", that is, stylistically indefinable, unknown, are into the "prose" box. The concept of literary style is a conventional concept, which is obtained by the "method of exclusion". Ancient China, parallelism outside, is "prose", rhyme outside, are "prose". Primary and secondary schools were called "literary language". In primary and secondary language teaching, "prose" refers specifically to "modern prose".

(2) prose "no specification", prose "a wide variety of subjects", rich in content. The form of prose is "free and unconstrained". The modern prose is full of individuality, "with the color of narration and biography". The first element of prose is to "express the true feelings of the self", (Liang Shiqiu) "a person's personality and thoughts, in prose, there is no possibility of concealment, and the author's entire character is revealed in the pen."

(ii) The focus of "literary prose"

1.? Prose lies between literature and practical essays.

The characteristics of the article, mainly refers to its realism, prose has an "external object of speech"; the characteristics of literature, in the "world created by the language", the author's personalized insights, prose interpretation of the phenomenon and talk about the problem, not "objective". The interpretation of phenomena and the discussion of problems in prose are not "objective" words. The lotus pond in "Moonlight in a Lotus Pond" is Zhu Ziqing's "lotus pond".

2. The "subject" and "object" of literary prose.

The author's eyes of the subjective people, things, scenes, things, in the prose is a narrative, description of the object. The key point of prose is not in the object of narration and description, but in the author's subjective thoughts and feelings infused in the narration and description. The key point of "Backstory" is "the father's love" or "the eye that recognizes the father's love"? Is the key point of Lao Wang "Lao Wang's kindness", or "the author found Lao Wang's kind heart"? Read prose, not only to know the author of the people, things, scenery, things, but through these people, things, scenery, things, touch the person who wrote the prose, his mind's eye, heart, state of mind, heart, heart, touch the author's feelings, recognize the author of the society, the life of the thoughts and feelings.

3.? Literary prose everyday and unique.

The prose is a narrative of daily life in a normal state of mind, so it is read with a sense of intimacy, which will evoke our relevant life experiences and life experiences, and it is easy to use our own preexisting experience to filter, assimilate and even replace the author's experience in the prose, and even forget to perceive the author's unique emotional cognition.

4. Words and meaning in literary prose.

Meaning, is the content of prose expression, that is, the author's unique life experience (speech object and thought perception).

The beauty of prose, the pursuit of precise language expression, "words are thoughts" (Zhu Ziqing), the idea exists in the discourse, words, chapters, tone, secondary school students reading, only take the idea, ignoring the language and text, it is not desirable.

Literary prose "focus"

Unique emotional perception? Life lessons learned in everyday life?

Personalized object of speech

Personalized verbal expressionPrecise verbal expression