Research On The Problems And Improvement Strategies Of Rhetoric Teaching In Junior Middle School

Rhetoric is very common in daily language expression,and rhetoric teaching has always been an indispensable part of Chinese teaching,The study of rhetoric is to make the language expression have a better effect,but at present,the students' grasp of rhetoric knowledge and the ability to use it are not ideal.Rhetoric teaching has long been based on the transmission of knowledge,The 2011 edition of the new curriculum behind the desk broke this pattern,and put forward the concept of "teaching with text" for the first time,It is pointed out that students should not be separated from reality to systematically learn the concept of rhetoric knowledge,but this leads to the phenomenon that teachers dare not let go to teach knowledge and rhetoric teaching appears imbalance.Therefore,this paper mainly solves three problems: 1.What are the problems in rhetoric teaching at present? 2.How to determine the rhetorical knowledge in teaching;3.How to conduct rhetoric teaching.It is hoped that this study can provide some references for rhetoric teaching in junior middle school.This paper is mainly composed of the following parts:The first chapter analyzes the relationship between rhetoric teaching and Chinese teaching,discusses the role of rhetoric teaching in language understanding and application,thinking expansion and aesthetic appreciation of junior middle school students,and discusses the value of rhetoric teaching in junior middle school Chinese teaching.The second chapter analyzes the present situation of rhetoric teaching by using the method of pragmatic case study,There are two problems in rhetoric teaching in junior middle school: First,it does not highlight the necessary rhetorical knowledge;Second,it ignores the use of rhetorical knowledge.The reason for the problem lies in the fuzziness of curriculum standards on rhetoric teaching requirements,the lack of teaching materials,and the fact that most teachers only know the content of teaching texts and cannot distinguish the text selection function of texts.The third chapter discusses the importance of the development of knowledge in rhetoric teaching and explores the general path of the development of rhetoric knowledge by taking metaphor as an example.Chapter four explores the improvement strategies of rhetoric teaching.There are three points: One is from the definition of the "example" type of text,and the choice of rhetorical knowledge of teaching points for lesson preparation;The second is to carry out accumulative class and guide students to construct themselves;The third is to improve students' rhetorical ability from three aspects: understanding,transfer and creation.In the fifth chapter,combined with the paths and methods proposed above,the author takes the second volume of the seventh grade "oath of the land" as an example to write a fragment rhetoric teaching design.