A Study Of The Teaching Of Classical Chinese In Junior And Senior High School

Our motherland has a long history and developed culture;our ancestors created a splendid ancient culture for thousands of years and left us with countless valuable legacy.Most of these ancient cultural heritages were recorded and passed down from classical Chinese to the present.It is helpful to learn about the rich and splendid culture of ancient China through learning classical Chinese.At the same time,learning classical Chinese can also improve modern Chinese language cultivation,improve reading ability and expression ability,and enhance students' patriotism.Consciousness and national pride.It can be seen that classical Chinese teaching plays a crucial role in Chinese reading teaching.However,there are still many problems in the practice teaching in junior high school,many students reflected in the transition to senior high school,can not read the selected textbooks,can not stimulate learning interest,the examination of Chinese language score serious,gradually losing confidence in Chinese language learning.Therefore,it is necessary to carry out the bridging work of Chinese language teaching in middle and high school.The purpose of this paper is to find out the operation method of effective cohesion in the medium and high school language teaching,and to provide some enlightenment and exhibition for educators and researchers.This paper mainly studies the following two aspects:(1)Why to carry on the study of the middle and high school language teaching;(2)How to bridge the teaching of Chinese in middle and high schools.This paper uses the methods of literature survey,questionnaire survey and interview survey to sum up a series of problems which exist in the teaching cohesion of Chinese dialect in middle and high school.Teachers 'cognitive development is insufficient,teachers in junior and senior high schools lack the necessary communication,teaching materials are not used satisfactorily,teachers' teaching effect and students 'reading interests are not ideal,students' learning behavior is not standard.Then the reasons for the problem are analyzed as follows: teachers do not understand the differences in curriculum standards.The teaching cognition lacks cohesion,the teaching method is not proper,the teaching material does not grasp properly;Students 'mental state is not connectedand their learning habits are not correct.Finally,according to these problems,the author puts forward the teaching principles of pedagogy step by step to study the curriculum standard carefully and to clarify their respective points.Based on the theory of system theory and the theory of cognitive structure transfer,this paper puts forward the teaching paradigm transformation to promote the completion of cohesion.Correctly grasp the teaching materials,speed up the process of bridging;Finally,from the recent development of the theory of the area,put forward appropriate guidance for students,smooth linkage.