On The Relationship Between Literary Attainments Of Chinese Teachersand Teaching Practice In Senior High School

With the new course reformation carried out, the term "literature quality" attracts more and more concern. Literary quality refers to a person's level in act, language and thinking of literary creation, communication and dissemination. Compared with artistic appreciation, literature quality has a more specific meaning, generally indicating comprehensive ability in region of literature like poems, novels, and comments. The basic property of Chinese course firstly decides the importance of literature quality of Chinese teachers in Senior Middle School. Meanwhile, the aim of Chinese course requires that teachers should acquire better literature quality. However, the recent survey shows the worrying situation in literary quality of Chinese teachers. Although they have the certificates to be teachers, their knowledge of literature, ability to appreciate literature works, concern on literature phonomena and understanding of the relationship between literature and Chinese teaching are far from satisfactory.As the new course goes deep, teachers in Senior Middle School should be well informed that it is important to be a qualified teacher. Literature quality of teachers has an impact on literature quality and level of the language of the whole nation. Therefore, for solving these problems, teachers do have a lot of efforts to make. One the one hand, they should renew their ideas, take initiatives in learning and improving literature quality. On the other hand, they should study and accumlate their knowledge actively and positively. Their should make themselves well-grounded in Chinese by rereading classic masterpieces, as well as studying the teaching material intensively. They should improve their literature quality by reading the lastest study on reading, linguistic, writing and so on. They should form a habit of reading widely, learning features of different literature styles, understanding the relationship between the content and the form of the works so as to inspire their comprehension. In addition, teachers should write more so as to give proper comments when evaluating and correcting students' works.Besides, they can arouse students interest in writing and help students product aticles with new ideas. Read, practice, think, digest more with specific aims, and teachers can eventually improve literature quality of their own. Secondly, most senior school teachers are Chinese Major. Facing the teaching practice in Middle School, Universities should implement new reforms to lay emphasis on cultivating the literaray attainments of future Chinese teachers. Education department should be issue-oriented, bringing continuing education into play and offering courses to cultivate Chinese teachers' literary attainments.For one thing, universities should open courses like literature creation, literature appreciation and literature comments, helping those teachers-to-be have the awareness and taste of literature. For anothing, offer more literature courses with demonstrations and illustations.Teachers-to-be can master and grasp basic methods and skills of examining and appreciating literature works.Literature quality of Chinese teachers in senior high school has a great influence on the Chinese subject teaching practice. Better literature quality of Chinese teachers arouses students' interest in learning, and promotes teachers' ability of creation, which eventually enables teachers to apply the teaching material flexibly, manage the classroom efficiently, present the lessons vividly, instruct students to do well in exams as well as organize various after-class activities. Moreover, teachers can enrich students' reading material by choosing fine literature works, develop students taste for art by having film appreciation lessons, increase students literature by setting up clubs and stimulate students enthusiam for writing by starting campus newspaper, thus improving students' literature quality from all aspects.