Metaphor Teaching Strategy Of PEP Junior Chinese

The metaphor is one of the common rhetorical figures among the middle school students,the mastery of the concept and the judgment standards of metaphor are not only the instrumental knowledge of middle school students,but also the aesthetic and affective education permeated in metaphor produces humanistic edification to students.The unification of tool and humanism is the basic characteristic of Chinese language,and the appreciation and chant of metaphor sentence should be the path and direction that should not be neglected in the metaphor teaching.This article mainly unifies the current figurative rhetoric in present situation in textbook to propose the appreciation strategy.In the first chapter,we mainly give the brief introduction to the rhetorical figures,mainly introduce the definition of figurative rhetoric,the origin of figurative rhetoric,the criterion and basic types of figurative rhetoric,and also combined with specific textbook examples to analyze and explain junior middle school students' confusing rhetoric,in order to help them to consolidate the instrumental knowledge of figurative rhetoric.In the second chapter,the author makes a statistic and analysis on the use of figurative rhetoric,in order to have a most intuitive grasp of the present situation of the text system and assignment system.It mainly includes the following three aspects:first,to give statistic distribution of figurative rhetoric in PEP junior Chinese textbooks selection system,the author makes a statistical investigation on the contents of the figurative rhetoric,such as the types of commonly used figurative rhetoric,the distribution of the year of metaphor,the high-frequency texts and stylistic differences appearing in the figurative rhetoric,and the readings in the after-school exercises.The second is the explanation of the distribution in the assignment system of PEP junior Chinese?In the statistics,the transformation of using pie chart,the chart pictographic tool etc.,to display the distribution the commonness and the difference,which is helpful to the better summarize characteristic.On the basis of the above analysis,we conclude that the figurative rhetoric demonstrates that the use of the figurative rhetoric group is obvious,the number of the figurative figures is graded,and the rhetorical application has stylistic differences in different literary form and study stage in textbook.According to the present situation of figurative rhetoric in the selection system and the assignment evaluation,we summarize the misusage of figurative rhetoric:pay more attention to concept,pay less attention to light aesthetic,pay more attention to knowledge,and pay less attention to application;and rigid appreciation mode.The third chapter is to provide some suggestions for the appreciation of figurative rhetoric in reading teaching on the basis of the second chapter,and it's the core of the paper.This chapter mainly combines the language of figurative sentences in the text to explore the teaching strategy of figurative rhetoric.According to the structure of ontology,vehicles and similarity of figurative rhetoric,to put forward the three strategies which are"the context-taking",the "reduction method," based on similarity,and based on the"graphic method" to summarize figurative style of different writers for frontline teacher reference.Furthermore,according to the analysis of the second chapter,we know that metaphors in different styles have different characteristics,to understand the differences between literary and artistic styles such as novels,essays and poems,such as "same essence" in poetry,the extension of metaphor in prose is more obvious,these are good for the students to better appreciate the metaphor sentence.Finally,the appropriate teaching method in the classroom reading provides the support for the metaphor sentence appreciation,but we put forward the question fracing method,imitation writing,the comparative method etc.,from the classroom actual teaching case in this part.