散文篇目在初中语文教材文学类选文中的占比接近三分之一，而在高中语文教材中，这一数值则高达近半数，可见散文教学在中学语文教学中的重要性。而朱自清作为我国现代文学史上著名的散文家，他的散文语言清新自然、构思缜密精巧、情感至真至纯，真正做到了文质兼美而被称作是现代白话散文的典范。近百年来，朱自清散文的各式作品被长期选录在中学语文教材中，构成了一代又一代人的教育记忆。尤其是《背影》《荷塘月色》及《春》这三篇，更是中学语文教材系统中不可或缺的一部分，直至现在依然活跃在中学语文课本中，为更多莘莘学子所认识。但在实际教学中，朱自清散文教学却和其他散文教学一样，遭遇了诸多困难，无法实现其应有的教育价值与作用。在如今的新课改背景之下，如何真正发挥这些经典散文作品的育人价值，成为了当前语文教学中亟待解决的问题。因此，文本通过探讨朱自清散文所蕴含的文学性价值和教育性价值，分析当前散文教学的现状，并针对存在的问题进行教学策略和课程设计等方面的思考和建议，以期为当前的中学语文散文教学提供一些具有实操性的有益思路。

本篇文章由包括绪论、包括四个章节的正文以及一个结语部分组成。

在绪论部分，本文分别通过选题缘由及意义、当前朱自清散文教学的研究现状以及研究内容与方法展开论述。

第一章节从散文的定义与特征出发，梳理并分析了百年来中学语文教材中朱自清散文选编情况及现状。第二章围绕新课标，从文学性和教育性两方面分析了朱自清散文作品的价值与意义，以佐证朱自清散文作品入选中学语文教材的合理性所在。第三章与第四章是文本的核心章节。在第三章中，笔者根据自己的实习经历，通过对一线教师的教学实践情况和相关文献资料的综合分析，深入探讨目前中学朱自清散文的教学现状。同时又以典型教学实录为例，对当前选入中学语文教材的三篇朱自清散文《春》《背影》《荷塘月色》进行了针对性的教材分析和教学分析，以从中提取能够契合当下散文教学的有益经验。在第四章中，综合前文所述，对当前朱自清散文教学提出了两大思路，分别是教学内容选取上要根据不同文本特征和教学现状，紧贴散文的语言进行重难点抓取，做到主次分明；教学方式上围绕“构建情境”，通过多种阅读方法及任务型驱动的方式，使学生在对作家作品背景了解的基础上知人论世，深刻走进文本及朱自清本人，全面提升语文核心素养。

最后的总结部分则是对本文的再回顾与未来展望，希望能够通过本文的研究，为当前散文教学提供一些实质性的经验和方法。

The proportion of prose texts in literary selections in middle school Chinese textbooks is close to one-third, while in high school Chinese textbooks, this figure is nearly half, highlighting the importance of prose teaching in middle school Chinese education. Zhu Ziqing, as a renowned prose writer in the modern history of Chinese literature embodies the essence of modern vernacular prose with his fresh, natural language, intricate and exquisite ideas, and sincere emotions, truly achieving a balance of form and content, thus being regarded as a model of modern vernacular prose. For nearly a century, various works of Zhu Ziqing’s prose have been regularly selected for inclusion in middle school Chinese textbooks, forming the educational memory of generation after generation. Especially, his three pieces “My Father’s Back”, “Moonlight over the Lotus Pond”, and “Spring” are indispensable parts of the middle school Chinese textbook system, still actively present in textbooks, introducing more students to his works. However, in actual teaching, the teaching of Zhu Ziqing's prose, like other prose works, faces many difficulties and fails to realize its due educational value and impact. Under the current context of curriculum reform, how to truly unleash the educational value of these classic prose works has become an urgent issue in Chinese language education. Therefore, the paper begins its exploration by delving into the prose works of Zhu Ziqing, a prominent figure frequently found in middle school Chinese textbooks, combining it with the current status of prose teaching, to explore its educational significance and the existing problems, in the hope of providing practical and beneficial insights for contemporary Chinese prose teaching in middle schools.

The paper is structured into three main sections: an introduction that outlines the scope and objectives of the research, the main body consisting of four chapters, and a concluding section. The introduction section discusses the reasons and significance for selecting the topic, the research status, and the scope of research and methodology.

Chapter 1 begins with the definition and characteristics of prose, providing an analysis of the selection and historical presence of Zhu Ziqing’s prose in middle school Chinese spanning a century. Chapter 2 focuses on the new curriculum standards and analyzes the value and significance of Zhu Ziqing’s prose works from literary and educational perspectives, providing evidence for the rationality of including Zhu Ziqing’s prose works in middle school Chinese textbooks. Chapters 3 and 4 form the core sections of the text. In Chapter 3, the paper analyzes the present teaching of Zhu Ziqing’s prose based on personal internship experience, teaching situations of front-line teachers, and relevant literature. Additionally, using typical teaching records as examples, a targeted analysis of three selected Zhu Ziqing’s prose works, namely “Spring,” “My Father’s Back,” and “Moonlight over the Lotus Pond,” is conducted to extract valuable experiences that align with contemporary prose teaching. In Chapter 4, the paper synthesizes the previous chapters and proposes two approaches to the current teaching of Zhu Ziqing’s prose. Initially, the choice of instructional material should be based on different text features and teaching situations, closely focusing on the language of the prose to identify key points and difficulties, thereby achieving clarity in priorities. Secondly, teaching methods should revolve around “context building,” employing various reading methods and task-driven approaches to enable students to understand the author's background and engage in discourse about society, allowing them to deeply immerse themselves in the text and Zhu Ziqing himself, thereby comprehensively enhancing their core literacy in Chinese subject.

The concluding section provides a retrospective analysis of the paper and offers future prospects, aiming to provide substantial experiences and methodologies for current prose teaching through this research.