Research On The Application Of Classical Chinese Exercises In Teaching Design In Junior Middle School

Based on Gu Huangchu's and Gu zhenbiao's classification of after class exercises in textbooks,this paper further subdivides the after class exercises of classical Chinese in junior high school compiled by the Ministry,and analyzes the excellent teaching design of Wang Jun,Xiao Peidong,Yu Yingchao,Liu enqiao,Ding Weijun and other famous teachers' Teaching cases and tables in the national Chinese core journals through a large number of observation and analysis,and summarizes various types of classical Chinese exercises After class exercises in the teaching design of the specific application strategy,strive to provide a valuable reference for front-line teachers to use after-class exercises for classical Chinese teaching design,improve the new textbook classical Chinese after-school exercises use rate and use effect,and then promote the efficiency of classical Chinese teaching.The first chapter investigates the compilation of the post-curricular exercises of classical Chinese in junior high school,including the module composition,number,distribution and characteristics of the exercises,analyzes the application value of the post-curricular exercises of classical Chinese in the teaching design,and further clarifies the application principle of "relying on the text,taking" learning activities "as the path and taking the development of cultural literacy as the purpose".In the second chapter,a questionnaire survey is carried out among Chinese teachers in front-line junior middle schools to understand the current situation of the use of the post-curricular exercises in the teaching design.It is found that teachers generally attach importance to and use the post-curricular exercises in the teaching design of classical Chinese.However,some teachers have low utilization rate of individual types of questions in the use process,and have not formed a system for the use of various types of post-curricular exercises Pay attention to the problem solving but despise the problem of inquiry process.The third chapter focuses on the strategies of reading aloud,reciting and retelling in the teaching design.For the reading questions with reading guidance,teachers can design reading activities with the help of exercise guidance,while for the reading questions without reading guidance,specific reading guidance should be added to the teaching design to guide students to feel the classical Chinese rhyme;for the recitation requirements in the after-school exercises,teachers should combine the characteristics of each text in teaching to teach students targeted recitation methods In order to lighten the burden of students' ancient Chinese memory,teachers can help students develop their language ability and train their thinking ability with the help of mind map,and take the way of group cooperation,mutual practice and correction in teaching,so that every student has the opportunity to exercise,and give full play to the effect of retelling on the cultivation of students' Chinese ability.The fourth chapter focuses on the application strategies of the word interpretation,thought combing,content/theme understanding,language analysis and organization inquiry in the teaching design.For the key classical Chinese words appearing in the exercises after class,teachers can trace their roots,infiltrate culture into the words,lead students to understand the meaning of the words and touch the Chinese character culture at the same time,or change the way of dealing with the key words in the series lectures,and take the way of mutual examination between students to guide students to find and master the key classical Chinese words independently,and also learn from the exercise comparison The more inductive form of writing is compiled by students themselves;for thinking combing questions,teachers can use this kind of exercises to design the first reading link,lead students to perceive the text as a whole,or use this kind of exercises to design the teaching main line and structure the teaching process;content/theme understanding questions are generally the key issues to go deep into the text,and teachers can use this kind of exercises to design the teaching main issues,"leading At the same time,we should pay attention to the creation of the activity situation and build the understanding support for the students.For the language analysis questions and the inquiry questions,teachers can design a comparative reading activity to guide the students to taste the language more deeply.We should adhere to the unity of "Form" and "Content",and guide the students to understand the"Content" and "Thought" of the inquiry place of classical Chinese article method.The fifth chapter focuses on the application strategies of the extended reading,topic discussion and writing in the teaching design.For the expansion of reading questions,teachers should choose the right time for expansion according to the nature of the expansion materials and the purpose of teaching.In addition,teachers can also use the expanded idioms,maxims,couplets and other design of teaching introduction,and also use these exercises to design group reading,so as to broaden the students' reading vision of ancient Chinese.For topic discussion questions,teachers should pay attention to the spirit on the basis of full presupposition It is necessary for teachers to pay more attention to writing problems,design reading and writing activities in teaching,guide reading and writing to promote writing,improve students' ability of using language with the help of traditional classical cultural works,and realize the use of the past for the present.