The Study Of Rhetoric Teaching In Chinese Textbook Of New Curriculum In Junior Middle School Published By PEPH

This paper studies the rhetoric teaching in Chinese textbooks published by PEPH in junior middle school under the standard of new curriculum. The paper mainly uses means of statistics and comparing. On the base of investigation of rhetoric distribution in junior middle school Chinese textbooks published by PEPH, the author proposes constructing practical and orderly principles and means of rhetoric teaching to provide reference for Chinese rhetoric teaching in Junior Middle school, aiming at the current problems in rhetoric teaching. The thesis consists of four parts. The first part states the relationship between rhetoric teaching and Chinese teaching. It explains the statues, effects of rhetoric in Chinese teaching in details and the present rhetoric teaching condition in the junior middle school Chinese classroom. The second part is the distribution of rhetoric teaching in the textbooks .In this part the author firstly finds out the rhetoric in the junior middle school Chinese textbooks published by PEPH and secondly takes the statistics means to deal with the rhetoric found in the textbooks and makes a table in order to make the kinds in the junior middle school Chinese textbooks published by PEPH clear and rhetoric distribution condition in the textbooks of each grade. Finally the author makes comment and analyses about the rhetoric distribution in textbooks on the base of the statistics. The third part is the appreciation of several high-frequency words in the textbooks. The fourth part is to build the practical and orderly rhetoric teaching. In this part the author firstly suggests the three practical and orderly rhetoric teaching principles of globalism and systematicness and integrity. Secondly the author proposes the seven practical and orderly means of rhetoric teaching. The first is learning from the text by means of combining with the context. The second is teaching by means of composition. The third is teaching by means of combining rhetoric origin mechanism. The fourth is students'psychology features. The fifth is the rhetoric itself features. The sixth is taking gradation teaching by means of the new curriculum standard requests. The seventh is teaching by means of combining with rhetoric in the daily life.