Study On Presupposition And Generation Of High School Ancient Prose Teaching Under The New Curriculum Reform

Now, ordinary high school is in the "new curriculum reform" of the tide of the times. We are about to change class "teacher talk, students listen" and "cramming method of teaching" classroom teaching paradigm, to establish a "student-centered, teacher led, a variety of learning styles coexist" inquiry learning methods, from the perspective of the development of many students thinking and to cultivate a new era of preparing our students.The change of learning method will lead to the transformation of classroom practice, and it will lead to the transformation of classroom presupposition and generation. Therefore, it is necessary to study the differences between the new and old two kinds of classroom teaching mode,and the new changes in the new curriculum reform, the new curriculum reform.This thesis is divided into three chapters.The first chapter, high school classical Chinese teaching is the priority among priorities of the senior high school language, is also the focus of the annual college entrance examination. The author intends to from high school ancient prose lesson of an overview of the traditional teaching of Chinese classroom presupposition and generation and the new curriculum reform of Chinese ancient prose teaching in the new requirements, and respectively from three dimensional target, teachers and students of the angle between the similarities and differences.The second chapter, on the construction of effective prose classroom from the presupposition and generation of high school classical Chinese classroom.The third chapter in based on the basis of high school language teaching practice, mainly discusses the practice of ancient prose teaching in the new teaching method use.Through practice and study, the author thinks that in Chinese ancientprose teaching in senior high school should be the combination of both the old and the new Chinese teaching mode, take the student as the main body, the teacher as the leadership, and fully arouse students’ subjective initiative, to inspire the students’ thinking ability, cultivate students’ language application,aesthetic and exploring ability.