The Present Situation And Countermeasure Research Of Stylistic Knowledge Teaching In The Primary School Chinese

Stylistic knowledge has always been one of the important contents of Chinese teaching. Mastering certain stylistic knowledge has a close relationship with the development of students’ reading and writing ability. However, Stylistic knowledge teaching is relatively weak in the primary school Chinese teaching practice. This paper, taking the primary school stylistic knowledge teaching as research object, explores and analyzes the present situation and strategies of the primary school stylistic knowledge teaching by the methods of documentary, survey, classroom observation, case analysis. Hoping to provide new ideas and solutions.The thesis is divided into four parts.The Introduction. This part states the research origin, the purpose and significance, the research ideas and methods, the key difficult points and innovation, in addition, analyzes the literature from native language curriculum standards and native language teaching materials at home and abroad, as well as the debates about stylistic knowledge contemporarily, in order to realize relevant situation of stylistic knowledge teaching study.The first chapter is about the historical development and scope of the primary school Chinese stylistic knowledge teaching. Since China was founded, Stylistic knowledge teaching has experienced from dilute to strengthen to the weakening of the development process. Through statistical analysis of the current Chinese curriculum standard and the teaching materials involved the Chinese knowledge, we found that the current Chinese curriculum explicitly demanded that the students to read the narrative literature works, poems, illustrative articles, and so on, which is in fact it emphasizes stylistic awareness and put forward to the stylistic knowledge teaching requirements. The current teaching materials version of the genre of the text is rich and colorful, textbook editors also in the appropriate position presents stylistic knowledge, but the existing situation, the textbook editors of stylistic knowledge obviously is not enough attention, direct presentation stylistic knowledge is relatively weak.The second chapter is about the present situation and analysis of the primary school stylistic knowledge teaching. Through investigation and case analysis, we found that the front line teachers will pay attention to the stylistic knowledge of preparing lessons, can follow the context teaching stylistic knowledge. But also has some shortages: some teachers’ sense of stylistic teaching is relatively weak, the content optional of the stylistic knowledge teaching is subjective arbitrariness, and outmoded the teaching methods of the stylistic knowledge. In addition, this paper analyzes and interprets the problems existing subjectively and objectively, to find out the reason, dig experience and get enlightment.The third chapter is about the implementation countermeasures of the primary school stylistic knowledge teaching. According to the achievements and problems of the primary school stylistic knowledge teaching, combining with the causes of the problem and the characteristics of students learning Chinese, and the related theory of comprehensive stylistics, reading study, curriculum theory, pedagogy, psychology to propose the corresponding strategy. On the macro aspect, the Chinese curriculum standards to deal with the stylistic knowledge teaching in teaching content and teaching suggestions put forward more specific requirements; materials can be taken properly into the stylistic knowledge; improve the ability of teachers to explore the stylistic knowledge teaching content. On the micro aspect, optimize the teaching design, by reciting, reading and writing method, situational teaching method, contrast reading method penetrating stylistic knowledge. The proposed strategy can play a real role on improving the students’ sense of style and Chinese accomplishment, provide a reference for the front-line teachers’ stylistic knowledge teaching in the primary school Chinese classroom.Stylistic knowledge teaching has its own value of existence in the primary school Chinese classroom, which is necessarily studied in depth by the front-line teachers and provides more beneficial reference for teachers on the stylistic knowledge teaching in the Chinese classroom, and contributes to impulse the Chinese curriculum reform.