Research On Generation Teaching About Classical Writings In High School

Under the background of new curriculum, the concept of "generation" has been deeply rooted in the hearts of the people. But due to the traditional concept of presets and the exam-oriented education, as well as lack of understanding of the value of classical Chinese work for teachers, the writings in classical style teaching still focuses on knowledge. A series of problems has appeared,such as single teaching goal,conservative teaching method, boring teaching content, the lack of interest in learning.In order to effectively improve the present teaching situation of the writings in classical style, the language educators has made a lot of beneficial exploration, but seems to be ineffective. In recent years, the dynamic generative teaching style has been gradually accepted and promoted by a line of teachers, meanwhile, become more common in all fields.On the basis of the reading of vast amount of literature, the author adopted the method of observation, investigation and combined with teaching experience and all kinds of experience with off-campus mentor in-class lectures. At last, some conclusions about teaching writings in classical style were drew. The author hoped that this article can contribute to practicing the concept of the generation of curriculum, mining the intrinsic value of the writings in classical style works, at the same time, improving students’ Chinese accomplishment.This paper mainly was divided into three chapters. Chapter one, based on generative theory, combined with the characteristics of classical Chinese, putted forward the connotation of generated teaching in classical style writings from the perspective of teaching aim, teaching method and teaching content, and explains its significance.Chapter two, through the student questionnaire and teacher interview survey, education practice, and teaching observation, the author summarized teaching problems in classical style writings and analyzed the reasons. Chapter three, some premises and suggestions about generated teaching in classical style writings were advocated in practice.