Study On The Teaching Strategy Of Classical Chinese Textbooks In Junior Middle School Edited By Ministry

Ancient Chinese classical Chinese has a long history and a long history,which contains the infinite wisdom and feelings of the Literati and intellectuals,this kind of classical Chinese is often concise and meaningful,meaningful philosophy,extraordinary artistic achievements.Learning classical Chinese well plays a positive role in the cultivation and promotion of language ability,thinking ability,aesthetic ability and cultural attainments of junior middle school students.Teachers are the leaders of teaching activities.It is a teaching topic that many Chinese teachers have been studying for many years to discuss which teaching methods should be used and which teaching contents should be chosen.Through investigation and analysis,I found that with the renewal of Chinese teaching concepts,Chinese teachers' teaching methods are more and more based on the characteristics of Students' preferences and texts,teaching according to the learning situation and the characteristics of classical Chinese is helpful to improve the teaching efficiency.Based on the national curriculum standards,this paper analyzes the present situation of classical Chinese teaching in junior middle school Chinese class by using the methods of questionnaire,text analysis and classroom observation,and puts forward the corresponding teaching strategies.The introduction contains the basis of topic selection,the research object,the research summary and the research method.In addition to the introduction,this paper carries out research from four aspects:The first part is an analysis of the current teaching situation of the part-edited version of the junior high school classical Chinese,in order to understand the current teaching situation of the part-edited version of the junior high school,I use the questionnaire to investigate the teachers and students,collect the effective data for statistics and analysis,summed up the two reasons for the low efficiency of classical Chinese teaching argumentation class: students have less interest in learning argumentation class;The teacher lectures less prominent on the type of classical Chinese characteristics.The second part mainly aims at the problems existing in the present teaching situation and the causes of these problems,and puts forward three teaching strategies: constructing the historical situation,attaching importance to the skills of reasoning,and appreciating the language of argumentation,the aim is to use these teaching strategies to improve the current situation of inefficient teaching of classical Chinese.The third part is the teaching strategy of argumentative classical Chinese in the practice system of the part edition,which links the three teaching strategies of this article with the after-class exercises of each article of argumentative classical Chinese in the part edition,by combining the teaching strategies with the compiling ideas of the Chinese textbooks,we can find that the above three teaching strategies can supplement the practice system of the Chinese textbooks to a great extent.The fourth part is the part of the junior high school Chinese theory of classical Chinese teaching strategies,I selected a textbook from the part of the textbook "born in distress,die in peace and happiness," Applying the three teaching strategies to the actual classroom teaching of two classes,this paper makes a detailed interpretation of the teaching design from three aspects: teaching materials,learning conditions and teaching ideas,the aim is to test whether the proposed teaching strategies can be properly applied to real teaching situations.Through the real classroom reaction,we can see that it is helpful to improve the teaching effect to use the teaching strategy in the class of classical Chinese.