Teaching Problems And Improving Strategies Of Chinese Classical Reading In Junior Middle School

Classical Chinese teaching has an important role in Chinese reading teaching in the junior middle school.As a part of Chinese reading teaching in junior middle school,Classical Chinese teaching also exists some problems.These problems embodied in both teachers and students. Students have poor learning objectives,not good enough learning attitude,not high class participation and weak knowledge accumulation.Teachers are lack of teaching instructions and teaching-learning feedback.In order to better understanding the problems of classical Chinese reading teaching in junior middle school,the author has analyzed the problems and made following reasons: classical Chinese,with complexity seriously, makes students fear of difficulty in learning; in the teaching of classical Chinese,teacher pay too much attention to “words”and neglect “article”,which causes students’ subject role to be neglected;Students’ knowledge generalization ability has been ignored by the single teaching evaluation.To solve these problems,we should play the subject status of the writings in classical style class and cultivate students’ autonomous learning ability in the junior middle school students.According to the three stages in the writings of classical style teaching,the thesis puts forward the improvement strategy.The first stage includes two links,orientation and self-reading.The second stage includes the students query,discuss and give directions;The third stage is the self-test,summarize and the migration.Starting from the teaching practice of front-line teachers,this study has analyzed the problems in current classical Chinese reading teaching of junior high school,and finally put forward the improvement strategy combined with the cases.These strategies proposed by the author in the hope of solving existing problems,also hope its to be able to help the author’s teaching in the future.