Research On Teaching Strategies Of Classical Chinese In Junior Middle School From The Perspective Of Hermeneutin

Classical Chinese,as one of the carrier of Chinese history and culture,it is included in junior school textbooks.Compared with the PEP edition and Jiangsu edition,the new PEP edition increased the proportion of Classical Chinese.Chinese culture is much older,the most of history and culture are recorded through Classical Chinese.While studying Classical Chinese,students learning about hidden history and culture,it opens a door for the inheriting Chinese history.Classical Chinese is the most important of Chinese teaching.Teachers devoted a lot of Classical Chinese,and research many teaching methods for its,but it is still existed some current situation that is teachers are unwilling to teach and students are unwilling to learn.Classical Chinese is a life carrier of rich connotation,which condense Chinese history and culture,however our teaching focus too much on explanation and translation of words,ignoring the value of Chinese history and culture in the Classical Chinese,and content of teaching is too one-side,single,unclear and inaccurate.We know the meaning of learning Classical Chinese not only in how to face the examination of junior middle school and college entrance,but also laying the foundation of understanding Chinese history and culture by it.Through the “Hermeneutin” in the teaching of Classical Chinese,the life of Classical Chinese can be appeared,the flat teaching realized by words is broadened into a three-dimensional teaching that reproduces the life of classical Chinese.Clarify the teaching meaning and reasons of Classical Chinese,make the teaching of classical Chinese text vivid and three-dimensional,enrich the teaching content and clarify the teaching objectives.Let the teaching of Classical Chinese does not stay in the memory of words,but through exchange and dialogue with the history and culture,students are deeply integrated with words and history,and Chinese history and culture are reappeared while learning.This article attempts apply the theory of “Hermeneutin” to the Classical Chinese teaching,trying to make the Classical Chinese teaching three-dimensional.The main contents are as following:The first part is the introduction,according to the shortcoming of research on the Classical Chinese teaching,put the theory of hermeneutin carry out the Classical Chinese teaching.The second part is the definition of the hermeneutin and three hermeneutin,they are to explore the original meaning of author,analyze the original meaning of the text and emphasis the meaning of the reader.The third part is analyzed to the feasibility of the use of "hermeneutin" in the teaching of classical Chinese.By experiencing the facts of the "effect history" of classical Chinese,the true meaning of the "language" of classical Chinese and the understanding of the existence of the "other" in classical Chinese,the explanation of hermeneutin in classical Chinese teaching Play a role.The fourth part is through the research summary of literature and teaching,and analyzes the reasons for the five problems in classical Chinese teaching.They are: the teacher ignores the "pre-understanding" of classical Chinese,the teacher does not understand the "dialogue" of classical Chinese,and the teacher does not master the classical Chinese."Effective history",teachers ignore the "Hermeneutin cycle" of classical Chinese and the "text center theory" that teachers pay too much attention to classical Chinese.The fifth part is aimed at the reasons for the existence of classical Chinese teaching.The application of hermeneutin is clearly explained from five aspects: enriching the "pre-understanding" of classical Chinese classroom,promoting "dialogue" between students and classical Chinese,and enhancing students’ "effect history" on classical Chinese.Consciousness,enhance students’ "interpretation cycle" of classical Chinese and promote students’ integration of "text center theory" and "reader center theory".