| Teaching method is an important part of Chinese language teaching. With the launching of teaching reform, a large number of educational researchers have been exploring innovative teaching methods. Currently in China, the most widely used teaching method is guided learning plan. There’s no doubt that the extensive use of it has brought great impact on the traditional lecture teaching method. However, in real teaching practice, that still cannot shake the dominant status of it, especially in the teaching of classical literature. Throughout the two teaching methods, in previous studies, most researchers have studied on one teaching method to figure out its strengths and weaknesses or started from classroom perspectives to analyze what kind of teaching methods is suitable. These studies have high theoretical value, but for the teaching practice it still has certain one-sidedness. In this thesis, it focuses on the teaching of classical literature in real teaching practice. In order to find out the proper conditions and target students of using guided learning plan and lecture teaching way, this two kinds of teaching method are compared by using questionnaire, interview and experimental study. This thesis is divided into five’ parts: The first part is an introduction. It describes the background, previous studies on these two teaching method, purpose of this research and the research methods been used. The second part is the literature review of these two teaching methods. It begins with an introduction of methods, teaching methods and Chinese language teaching methods. Then the meaning, characteristics and theoretical basis of these two teaching methods are clarified. The third part is the survey. By means of interviewing the high school Chinese teachers and sending questionnaires to the students, teachers’and students’point of view towards the two kinds of teaching method is achieved. The fourth part is the experimental study which is the main part of this thesis. Classes of the same level adopted different teaching methods while classes of different level adopt the same teaching method. Through classroom observation and testing, students’ in-class participation and learning effectiveness are analyzed from latitudinal and longitudinal perspectives. The fifth part is the conclusion and rethinking part. In this part, the main finding is summarized. The conclusion of this research is different levels of students should use different teaching methods. Suggestions for combining these two kinds of teaching methods in real teaching practice are set up. |
