Based On The New Curriculum Standards Research On Teaching Strategy

Biographical classical Chinese is an important part of high school Chinese teaching.It is of great significance in cultivating students' language sense,expanding their reading,improving their ability to use words,and inheriting and promoting the excellent traditional culture of the Chinese nation.However,there are still many problems in"teaching" and "learning" in Chinese biographical texts in senior high school.Therefore,it is important to study the teaching strategies of Chinese biographical texts in high school based on the latest curriculum standards.The author takes Guiyang No.9 Middle School as the research object,and uses the classes taught in the first year to the third year of high school as the research object to try to explore more effective solutions.The introductory part of the thesis starts from the current research situation and research results of biographical classics in high school,and gives a general introduction,and points out the research object,research goals and research significance of this thesis.The first chapter starts from the comparison between the "General Senior Chinese Language Curriculum Standards(2017 Edition)" and "Ordinary Senior Middle School Chinese Curriculum Standards(Experimental Edition)",and points out that the new curriculum standards are in terms of curriculum nature,curriculum concepts,curriculum goals,New requirements are put forward in the structure of the curriculum,and then a systematic introduction to the classics of Chinese biographies in high school is given.The introduction of biographical classical Chinese is mainly divided into "the budding and maturity of biographical classical Chinese","themes of biographical classical Chinese in high school","the stylistic characteristics of biographical classical Chinese","the thoughts of biographical classical Chinese" and "biographical The linguistic characteristics of classical Chinese "have five aspects.Finally,it discusses the ways in which the teaching of classical biographies in senior high school Chinese can meet the new teaching requirements set by the new curriculum standards.Biographical classics mainly meet the new requirements of the new curriculum standards from the following four aspects,namely "language construction and use","thinking development and improvement","aesthetic appreciation and creation",and "cultural understanding and inheritance".The second chapter mainly discusses the new teaching tasks of the classical Chinese texts of biographies in the Standards of the General Senior High School Chinese Curriculum(2017 Edition),which are reflected in three aspects.Firstly,in terms of curriculum objectives,"enhancing image thinking ability","developing logical thinking"and "appreciating literary works" in teaching;secondly,in terms of curriculum content,mainly reflected in "reading and discussion of entire books" and "contemporary culture"Participation "and" literature reading and writing ";the third is to implement the recommendations," to play the special function of the Chinese curriculum,to promote the development of core literacy of students in the Chinese language discipline ","to create a comprehensive learning environment,develop autonomy,cooperation,Inquiry learning"," Exploring the change of teaching and learning methods under the background of information technology ".The third chapter first discusses the important status and existing problems of biographical classical Chinese in high school Chinese classroom teaching.Regarding its important status,the author discusses the important position of biographical classical Chinese in textbooks and biographical classical Chinese is an important part of the college entrance examination.Biographical classical Chinese texts occupy an important position in the textbooks in three aspects:"a large number,a large proportion","a wide selection of texts","thematic selection,typicalization";Biographical classical Chinese texts are an important part of the college entrance examination."In the past ten years,the selected texts of the Chinese classical texts for the national college entrance examination are all biographical texts" and "The biographical texts for the college entrance examination both take into account the" instruments "and" humanities "required by the new curriculum standard.Secondly,using the ninth middle school teachers and students in Guiyang as the survey object,to investigate the current situation of teachers and students in the first to third grades in biographical classical Chinese teaching and learning,and to analyze the results of the investigation to refine the main problems that exist,that is,teaching theory cultivation Insufficient,stale teaching methods,lack of interest in the teaching process,weak teaching reading volume,teaching utilitarian tendencies,weak research ability of test questions,and insufficient training of core Chinese literacy.In chapter 4,based on the accurate understanding of the new requirements and tasks of the General Senior High School Chinese Curriculum Standards(2017 Edition),combined with the research conclusions,the author proposes strategies for teaching Chinese biographies in senior high schools under the guidance of the new curriculum standards:It is a group text reading teaching method for teaching biographical classical Chinese.The group text reading teaching method involves several typical reading teaching theories:textual interweaving theory,reader response theory,and constructivism theory.When the group text reading teaching method is used for the teaching of biographical classical Chinese,the following mature lesson types can be used:seeking common ground while reserving differences,interpreting classical Chinese texts,and activating thought;the second is to adopt interest teaching methods for teaching classical Chinese classical texts.From "carefully designing lead words to stimulate students'interest in learning","using multiple recitation methods to arouse students' interest in context","choosing a modern language to inspire students to understand texts","borrowing ancient cultural knowledge,Satisfy the students' interest in inquiry learning"and" Using a variety of encouragement methods to maintain students' interest in continuous learning "are discussed in the following five aspects;the third is to use systematic knowledge combing to teach biographical classical Chinese texts to construct students' biographical classical Chinese texts The systematic knowledge lays the foundation for students' life-long learning;the fourth is to improve the teaching level from the perspective of the use of classical languages.It mainly includes three aspects:guiding students to learn to read classical Chinese,guiding students to improve their ability to break sentences,and guiding students to improve their ability to translate classical Chinese.