鲁迅叙事散文是初中生最早接触的鲁迅作品，对学生认识鲁迅以及鲁迅作品起着非常重要的作用。因此，在教学过程中应该建立学生和鲁迅作品之间沟通的桥梁，在学生的心中种下学习鲁迅的种子。 本论文是对初中鲁迅叙事散文的思想情感、故事内容、语言、写作技巧这四大部分进行分析，致力从中寻找出学生和作品中的“鲁迅”的共通点，目的是为了让学生了解鲁迅、亲近鲁迅、学习鲁迅。本论文在对教学内容进行分析的基础上提出了相应的教学原则和教学方法。教学原则的制定是用于指导教学，防止在教学过程中出现观念偏差，其中教学原则包括：循序渐进原则和启发性原则。教学方法是根据教学内容来设定的，在思想内容教学方面提出了专题阅读、情境教学、读写结合的教学方法，在语言教学方面提出了以画画、朗读、情景剧等辅助教学手段，在写作技巧教学过程中采用细读法和写作训练的辅助教学方式。最后依据具体的课堂教学实践，对教学方案的实际效果进行评估，经过讨论反思对教学方案进行修正，形成一个具有可操作性的教学方案。

Lu xun’s rrative prose is the earliest contact with Lu xun’s works, which plays a very important role in the students’ understanding of Lu Xun and Lu Xun’s works. Therefore, in the course of teaching, we should establish a bridge between students and Lu xun’s works, and learn the seeds of Lu Xun in the students ’ hearts. This thesis is based on making students understand Lu Xun, on the basis of close to Lu Xun and studying Lu Xun, this paper studies Lu Xun’s narrative prose in the Junior Middle School teaching edition of Chinese textbooks, and analyzes the four parts of the junior middle School’s narrative prose, such as the thought emotion, the story content, the language and the writing skill, to find out the Lu Xun The common point. Based on the analysis of the teaching content, this paper puts forward the corresponding teaching principles and teaching methods. The formulation of teaching principles is used to guide teaching and prevent the deviation of ideas in the course of teaching, among which teaching principles include: gradual principle and enlightening principle. The teaching method is set up according to the teaching content, in the aspect of ideological content teaching, this paper puts forward some teaching methods, such as special reading, situational teaching and reading and writing, and puts forward some auxiliary teaching ways, such as drawing, reading aloud, situational drama and so on, and using the method of fine reading and writing training in the teaching of writing skills, At the same time in each of the teaching methods under the design of the relevant teaching cases or teaching records. Finally, according to the concrete classroom teaching practice, the actual effect of teaching scheme is evaluated, and the teaching scheme is revised through discussion and reflection, and an operable teaching scheme is formed.