Study On Teaching Strategies Of Theory Of Classical Chinese In High School

As an important part of high school Chinese teaching,classical Chinese plays an important role in cultivating students' thinking ability and improving their humanistic quality.Chinese language workers and front-line teachers have explored the teaching of classical Chinese in many aspects and achieved certain teaching results.However,in the author's teaching practice,it is found that the teaching methods and teaching effects of classical Chinese are uneven.In view of this situation,the author takes the classical Chinese of high school discourse as the research object,tries to find out the problems in teaching through the form of questionnaire survey,explores the reasons for these problems,and proposes effective teaching strategies based on specific teaching cases.This article has five parts:The introduction includes the reasons for selecting the topic,the research status quo,the research ideas and research methods of classical Chinese teaching in high school.The first chapter is based on the questionnaire survey of teachers and students to analyze the problems existing in the teaching of classical Chinese in high school.According to the results of the questionnaire,there are many problems in the teaching of classical Chinese,such as the low attention of teachers,the vague setting of teaching objectives,the "speech" of teaching content and the "text" of teaching method.The problems of students can not be ignored,mainly include:students are not interested in the classical Chinese style of discourse,inaccurate argument refining,ignoring the value of arguments,ignoring the reasoning train of thought,and the learning effect is not good.The second chapter is the reason analysis based on the first chapter.The reasons of teachers mainly include:the lag of teaching concept,utilitarianism,the lack of curriculum standard concept and the weak sense of style.The reasons of students are as follows:lack of understanding of classical Chinese,fear of difficulties,lack of effective learning methods,lack of transfer and application ability.The third chapter is based on the first two chapters of the high school discourse type classical Chinese teaching put forward the corresponding teaching strategies.It is embodied in:changing teachers' teaching concepts,stimulating students' interest in learning,selecting appropriate teaching content and using effective teaching methods.The conclusion is a summary of the research in this paper.At the same time,reflect on the shortcomings of the research.