The Study Of Classical Chinese Teaching Based On Language Usage

For a long time,a large number of researchers,under the influence of the new curriculum,have constantly developed comprehensions and recognitions about classical Chinese teaching,which is an extremely important part in Chinese teaching,nevertheless,they have not changed the embarrassing examination-oriented situation,namely taking high exam scores as the final goal of teaching.And how did this embarrassing situation happen? Ultimately,it is not because the related research is not deep enough,nor because the Chinese educational philosophy,teaching methods or teaching media are out of time,but because the classical Chinese teaching is separated from the essence of Chinese curriculum “to understand and exercise Chinese language”,which seems as impossible as getting blood from a stone.This thesis believes that the study of classical Chinese teaching must be carried out on this essence of Chinese curriculum,thus the classical Chinese teaching should based on the use of learning language.This thesis consists of five parts: Chapter One is the introductory part.In this part,the thesis expounds the origin of the research,literature review,thesis statement,as well as the research thinkings and methods.Chapter Two is the summary of pragmatic learning and classical Chinese teaching.This part explores the foundations of the relationship between pragmatic learning and classical Chinese teaching,and then probes into the value and significance of classical Chinese teaching.Chapter Three is the development and determination of the content of classical Chinese teaching based on language usage.In this section,the thesis studies the classical Chinese articles excerpted from the Chinese textbook for grade seven(first semester)published by People's Education Press,and compares the writings of these same articles which appear in the 2016 edition and 2013 edition respectively,thereby the thesis aims to analyze the contents of classical Chinese teaching under the instruction of language usage,which is the core task of the course.And Chapter Four is the classroom teaching of classical Chinese on the basis of language usage.This part approaches a practical research process,starting from “Classical Chinese Teaching Interpretation on the basis of language usage” to the procedure of “classical Chinese Teaching Design on the basis of language usage”,finally to the transformation of teaching interpretation and teaching design,the reflection of interpretation and design and the classroom teaching record of Mrs.Wang Jun.Chapter Five is the conclusion,in which the author summarizes the argument and research of the thesis.