汪曾祺作为著名的文学家，其小说和散文作品都取得了较高的成就。而从上世纪90年代开始，多版中学语文教材将汪曾祺的作品选入其中，这也从侧面映证了语文教育界对汪曾祺作品价值的认可。另一方面，散文教学在语文阅读教学中的比重较大，是语文课堂不可忽视的一部分。因此，本文将重心放在汪曾祺的散文教学上，从实际的教材出发，挖掘汪曾祺散文的多重价值，尝试为汪曾祺散文的教学找到一些新的教学思路。本研究主要分为以下四个部分：

第一章包括中学语文教材中的汪曾祺散文选编情况梳理和汪曾祺散文教学现状调查。从选编分析可以看出，选文的年级跨段较大，种类较为丰富，编排也符合学生的身心发展特点，选文的文化气息浓厚。从教学调查可以发现，学生对汪曾祺散文还不够重视，学习也不够深入，教师的课堂稍显单调，教学模式较单一，对学生的主体性认识有待深化，对语文核心素养的理解有待加深。

第二章探讨了汪曾祺散文被选入中学语文教材原因，包括内在原因和外部依据。内在原因是汪曾祺散文自身包含的独特文学价值和语文教育价值，其中文学价值体现在语言风格、文章构思和审美意境上，语文教学价值则包含时代气息、文化内涵和美感教育等方面。外在依据则是汪曾祺散文契合了语文课程标准的选文要求，确实是文质兼美的语言典范。基于此，汪曾祺散文进入各大版本的中学语文教材就有了充分的依据。

第三章则选择了几篇具有代表性的汪曾祺散文进行文本解读，并对名师的教学案例进行了深入的分析，并尝试在此基础上给出教学设计。包括美食散文《端午的鸭蛋》、写人记事散文《金岳霖先生》、写景抒情散文《昆明的雨》，回归课堂，展开汪曾祺散文教学研究。

第四章则总结了汪曾祺散文教学对当下中学散文教学的经验与启示。首先是依“类”定教、聚焦“这一篇”，要注意区分散文的类型，不同类别有不同的侧重点，并且需要区分题材与主题，细读文本，做到具体文章具体分析，真正聚焦某一篇散文。其次是锤炼语言、推敲词句，语言是散文家个性化的情感表达，带有作家自身独特的烙印，解读散文一定要重视品味语言。最后是抓住意象、探究情感，意象是作者情感化的象征符号，意象的选择和使用凝聚了作者的幽微情思，值得咀嚼。

结语部分则对全文进行了总结和概括，也提出了论文当前的不足之处，并对汪曾祺散文教学提出期许与展望。

As a famous writer, Wang Zengqi has made great achievements in both his novels and prose works. Since the 1990s, Wang Zengqi's works have been included in many editions of middle school Chinese textbooks, which also reflects the recognition of the value of Wang Zengqi's works by the Chinese education circle from the side. On the other hand, prose teaching has a large proportion in Chinese reading teaching, which is a part of Chinese classroom that cannot be ignored. Therefore, this paper focuses on the teaching practice of Wang Zengqi's works, explores and examines the multiple values of Wang Zengqi's prose by combing and integrating his prose works in middle school Chinese textbooks, and tries to find some new teaching ideas for the teaching of Wang Zengqi's prose. This study is mainly divided into the following four parts:

The first chapter contains the passages of Wang Zengqi's prose in the middle school Chinese textbook and the investigation of the teaching status of Wang Zengqi's prose. It can be seen from the analysis of the selection that the selected articles have a large span of grades and a rich variety, and the arrangement is also in line with the characteristics of students' physical and mental development, and the selected articles have a strong cultural flavor. From the teaching survey, it can be found that students do not pay enough attention to Wang Zengqi's prose, and their learning is not deep enough. The teacher's class is a little monotonous, and the understanding of the core quality of Chinese needs to be deepened.

The second chapter discusses the reasons why Wang Zengqi's prose is selected into the middle school Chinese textbook, including the internal reasons and external basis. The intrinsic reason is the unique literary value and Chinese education value contained in Wang Zengqi's prose itself, and the external basis is that Wang Zengqi's prose conforms to the requirements of the Chinese curriculum standard, which is indeed a language model with both quality and beauty. Based on this, there is sufficient basis for Wang Zengqi's prose to enter the major versions of middle school Chinese textbooks.

The third chapter chooses several representative Wang Zengqi's prose to interpret the text and analyze the teaching case, and tries to give the teaching design. Including food prose "Dragon Boat Festival Duck Egg", writing biographical prose "Mr. Jin Yuelin", painting lyrical prose "Kunming Rain", back to the classroom, Wang Zengqi prose teaching research.

The fourth chapter sums up the experience and enlightenment of Wang Zengqi's prose teaching to the present middle school prose teaching. First of all, according to the "class" set teaching, focus on "this article", distinguish the type of prose, different categories have different focuses, and then distinguish the subject matter and theme, read the text carefully, do specific article specific analysis, and really focus on a certain essay. The second is to temper the language, consider the words, language is the essayist's personalized emotional expression, with the writer's own unique brand, the interpretation of prose must grasp the taste of language this grasp. The last is to grasp the image and explore the emotion. The image is the symbol of the author's emotion. The choice and use of the image condenses the author's subtle feelings and is worth chewing carefully.

The last part is a summary part, and proposes the expectation and prospect of Wang Zengqi's prose teaching.