Exploration Of Teaching Of Common Literary Style Function Word

Teaching of classical Chinese plays an important part in transferring splendid Chinese traditional culture and help the students store their knowledge about culture .Barriers in reading have to be negotiated to achieve this. However, classical Chinese, a spoken language which was widely used in ancient times, is completely different from the spoken language used in our daily life nowadays. Therefore notional words in classical Chinese, the meanings and usages of function words can't be avoided in teaching of classical Chinese.But at present the teaching of function words is either weakened or they are taught as a second foreign language , aiming at helping the students understand the meanings of the words exactly ,transfer knowledge ,"develop skills , simplify the teaching course so that the students are forced to memorize and do exercises .""It ignores the relationship between knowledge and children's experience."This is more obvious in the teaching of function words in classical Chinese.The new curriculum reform attaches importance to the process, experience and exploration,whose substance is to pay attention to students'inner mental needs. In teaching, however, the students are deprived of the rights to appreciate, summarize and deduce the learning of function words .Besides, students'inner needs are ignored or treated with indifference and it is certain that the absence of emotion leads to the loss of emotion.Only when the teaching of function words is based on the premise that it is student-centered and teaching methods are improved, will the teaching of function words in classical Chinese be brought back. This essay tries to excavate the emotional implication so as to explore new teaching methods.The ways to improve the teaching of function words are as follows: First, humanize the usages of the words by comparing them to experience the emotional attitudes included in function words; Second, master the meanings of the words so that the students know the reasons; Third, sum up the words in right order, simplify the learning of complicated words, form the knowledge structure so that the students can use them agilely; Fourth, vary the ways of transition at the right moment and pay attention to the students'inner mental needs.