A Research On The Knowledgeableness And Literariness Of Chinese Literary Works At Middle School

The rich language knowledge and profound social life connotation have been accumulated among the various literary works of all time selected in the middle school Chinese textbooks. These connotations have been mostly reflected through the aesthetic and artistic image, which can be specifically sensed and generalized as well as have a strong aesthetics. Thus it is an important problem for middle school teachers to research and explore during the process of Chinese teaching that how to identify the knowledgeableness and literariness from Chinese literary works and find out the relationship between them so as to have students accumulate knowledge and foster students’ aesthetic intuition and consciousness in a short teaching period and make them experience the aesthetics.The thesis is mainly focused on the knowledgeableness and literariness of Chinese literary works in the middle school textbooks. “Knowledgeableness” means that when literary works exist as cognitive objects, students can master the knowledge of speech, font style, vocabulary, grammar, rhetoric and logic through studying the texts so as to enhance the basic skills of listening, speaking, reading and writing. “Literariness” means that when literary works exist as aesthetic objects, students can grasp the artistic image, accept the edifying significance of moral affection, and appreciate the true, the good and the beautiful through imaginative activities in the process of experiencing aesthetics so as to improve students’ cultural and aesthetic taste. Both are integrity of scientificalness and artistry, singleness and polysemy, rationality and irrationality. Based on the integrity, the author tries to explore the valid Chinese teaching methods of middle school so as to achieve the goals of conveying Chinese basic knowledge to students as well as making students fully appreciate and sense the literary works and obtain the unique aesthetic experience on the basis of their own life experience. The thesis, to some extent, has some reference values for the formation of Chinese accomplishment, the development of aesthetic affection and the enhancement of reading abilities.The thesis, which closely concentrates on the Chinese class teaching work of middle school and specifies the relationship between knowledgeableness and literariness, is close to the reality of Chinese teaching as well as has an appropriate theme and a strong practicability with the examples of literary works from the Chinese textbooks of middle school. It is a theoretic innovation. Meanwhile, Chinese teaching can be directed by the theory so as to make the two sides form an integrate sequence, thus refining the implementation of Chinese teaching, which will be a teaching practice innovation of middle school Chinese literary works.