Study Of High School Literature Classroom Teaching Strategies

According to the study of middle school Chinese textbooks, it is not hard to find that literature works account for more than 70% of all the textbooks. In addition, the middle 60 teaching recite ancient poems. The following literature works, which are selected in the high school textbooks , such as"Foreign Novels Appreciation","Ancient Chinese Prose Poetry Appreciation","Pre-Qin Philosophers Selections","Appreciation of Chinese Fiction","Appreciation of Foreign Prose Poetry","Appreciation of Film and Television Masterpiece","Appreciation of Chinese and Foreign Theatrical Masterpiece"are all related to literature . Literature becomes more and more prominent."Full-time language courses compulsory education standards"and"High School language curriculum standards"have pointed out that the nature of language courses is the unity of a tool and humanity."High School language curriculum standards"pointed out further clearly that Chinese language courses must play their own strengths, develop and cultivate the national spirits so that the students can be exposed to the influence of culture, shaping the love of the motherland and the Chinese civilization, the spirit of devotion to the cause of human progress character.Over the years, the teaching of high school literature has been restricted by the traditional concept of teaching philosophy and the misunderstanding of the new deviation, making the teaching of literary works full of shortcomings and mistakes, which are highlighted in the following areas: teaching and learning mismatched, teaching like assembly line, the teaching process simple, rational analysis in place of intuitive insights, expanding migration overhead text, and the tendency of utilitarian education . These shortcomings and errors result in literature teaching"change the kind,"and"take the taste", eventually making literature teaching wandering in the trough , limiting the role literary works should play, and becoming the"bottleneck"restricting the students to improve the quality of literature.Based on the understanding above, this paper starts from the following parts: The first part is the survey of the current middle school literature classroom teaching. Through questionnaires and interviews, we can have a comprehensive knowledge and understanding about the literature classroom teaching so that we can shoot the arrow at the target.The second part is the significance of high school classroom teaching strategies of literary. Once upon a time, we lost our way in the characteristics and function of literature, getting bogged down and becoming addicted. Literature works becomes the vassal products of the political sermon, making the"aesthetic"and"emotional"of literature like two beggars hanging out in the street. How can we help them to find their way home? And there was a when we wandered at the crossroad of literature teaching, falling into confusion. Should we consider literature works as a language training materials or as the carrier of students enhancing their literature quality? So one of the implications of our study is to grasp the literary characteristics of teaching literature. Questionnaires and interviews tell us such a fact that although it is a long time since we began the reform of new courses like a raging fire, and wasted lots of time , we haven't built the ability of literature appreciation of students, let along the improvement of the quality of literature. So realizing the effectiveness of literature classroom teaching is another implication of our study.The third part is the type of middle school literature classroom teaching strategies. Faced with the trouble of literature classroom teaching, many knowledgeable researchers researched into the literature teaching strategies deeply and came up with many profound insights, which, without doubt, brought in a new idea like spring wind for the deadly silence literature classroom teaching. This section is based on the first two parts, concluding and referring to the current research result, describing four effective classroom teaching strategies in secondary schools of literature, in a bid of the current middle school literature classroom to provide a reference and help. The four teaching strategies are: image teaching strategies, experience teaching strategies, dialogue teaching strategies, aesthetic teaching strategies.The fourth part is the problem the implementation of middle school literature classroom teaching strategies should pay attention to. To make the literature classroom teaching strategies play its role in the course of being carried out ,we had better pay attention to the following questions: emphasize loudly-reading teaching, strengthen environmental teaching,pay much attention to expanding teaching, make use of multimedia teaching properly.