Study On The Strategies Of Chinese Rhetoric Teaching In Primary Schools

"To improve students' Chinese accomplishment comprehensively" is the basic idea of Chinese course teaching.Chinese accomplishment is the accomplishment of language and literature in the daily life.It is generally believed that the rhetoric activities and the speech form expressed by the results are rhetorical phenomenon.Rhetoric is to choose the most appropriate means of expression and language in a certain context,in order to achieve the best communication effect.Rhetoric includes pronunciation vocabulary and choice,the organization of syntactical structure and chapters and the use of purism etc.In this paper,the current situation of Chinese rhetoric teaching in primary schools is considered and the rhetoric teaching mode with purism as the center is studied with the help of previous research results and using questionnaire survey and interview with Chinese language teachers during the internship in the First Affiliated Primary School of Hangzhou Normal University.The corresponding strategies for the practical use of rhetoric by Chinese teachers and students in primary school are proposed to lay a solid foundation of rhetoric teaching in primary schools.In the introduction part of the paper,the origin of the topic,research significance and research trends are described.The main body of the paper consists of four chapters.The first chapter is an overview of rhetoric teaching in primary schools.In the second chapter,the theoretical basis of rhetoric teaching in primary schools is discussed.The third chapter is the investigation and analysis of the current situation,in which a questionnaire survey on rhetoric teaching is used in the First Affiliated Primary School of Hangzhou Normal University to analyze the ability of students to master and use rhetoric.In the fourth chapter,the corresponding teaching suggestions are proposed on four aspects of pronunciation vocabulary,syntactical structure and chapters,commonly used purisms and the improvement of rhetoric quality of Chinese language teachers in primary schools aiming at the problems reflected in third chapter.