Research On The Teaching Of Chinese Rhetoric Knowledge In Middle School

The content and status of Chinese curriculum knowledge has never been recognized in Chinese teaching.Rhetoric knowledge,as one of them,has been in a state of being simplified and neglected for a long time,failing to effectively guide students' text appreciation and rhetoric practice.This article studies the teaching of rhetoric knowledge in middle school,sorts out the definition of rhetoric knowledge and teaching suggestions in the course documents in recent years,summarizes the characteristics of rhetoric knowledge presented in textbooks,and clarifies that current rhetoric knowledge appears as a teaching content in Chinese courses.Problems in this: From the perspective of curriculum level,language knowledge,especially language knowledge,has been neglected for a long time.The curriculum document has a single division of rhetorical knowledge,and does not emphasize the meaning of rhetorical knowledge for the generation of language literacy;from the content level,the lack of rhetorical knowledge.The determined content is simplified to rhetoric,and it is scattered in each teaching stage without forming a system.From the perspective of the acquisition process of rhetorical knowledge,the three levels of acquisition,consolidation and transformation,application and transfer of new knowledge by students show that the analysis of rhetorical knowledge is modeled and the purpose of rhetoric is ignored.On the basis of clarifying the problem,this article continues to explore the effective way of rhetoric knowledge teaching.Aiming at the problem of static teaching of rhetoric knowledge,the teaching exploration is carried out from three aspects: the establishment of rhetoric concepts,the selection of rhetoric forms,and the realization of rhetoric effects,in an attempt to provide a support for understanding and using rhetoric knowledge.By supplementing the necessary rhetorical knowledge,through understanding and transformation,an effective path for the analysis of rhetorical phenomena is established;by identifying similar rhetorical knowledge and clarifying the necessity of the choice of rhetorical form,to understand the appropriateness of rhetorical effects;by reducing rhetorical knowledge The dynamic process of application,the perception of the author's rhetorical intentions,and the ability to transform static rhetoric knowledge into dynamic appreciation and application.This research aims to provide further effective suggestions for the teaching of rhetoric knowledge by exploring the current problems facing the teaching of rhetoric knowledge,and to provide enlightenment for the subsequent research on the knowledge of Chinese courses.