A Study On The Teaching Of Chinese Character Culture In Mongolian Tolit Middle School

Language and culture are interdependent and affect each other.Any language has a direct or indirect connection with the cultural background of the region in which it is located.As a tool for recording Chinese and Chinese culture,Chinese characters are the focus and difficulty for some non-Chinese character cultural circle students to learn Chinese.The introduction of cultural knowledge in Chinese character teaching can not only enrich the content of the classroom,but also help improve the effectiveness of classroom teaching.This article intends to discuss the specific methods and strategies of permeating cultural information in the teaching of Chinese character glyphs and character meanings in combination with the specific practice of Chinese character culture teaching in Tolit Middle School in Mongolia.The main body of the thesis is divided into the following five parts:The first part is the source and acquisition of materials.The materials involved in this article mainly comes from Surveys and questionnaires,Observation and Teacher interviews.The second part is to summarize and summarize the problems existing in the teaching of Chinese character culture in Tolit Middle School.According to the survey and analysis of local Chinese teachers and sixth to eleventh grade students,the outstanding problems of Chinese character culture teaching in Tolit Middle School in Mongolia include: the status of cultural teaching in Chinese teaching is not prominent enough,the integration of Chinese character teaching and cultural teaching The degree is not enough,and the amount of cultural information in Chinese character teaching is too small.The third part is the practice and reflection of Chinese character culture teaching in Tolit Middle School.In the teaching practice of Tolit Middle School,the Chinese character culture teaching mainly highlights the following aspects: in the teaching of Chinese character shape,combining the origin and evolution to trace the cultural basis of the origin of Chinese characters;according to the structural characteristics,understand the formation rules of Chinese characters;analyze the radicals and understand the cultural connotation of Chinese characters,teach students the characteristics of the integration of Chinese characters' shape,sound and meaning,and the relationship between Chinese characters and culture;in the teaching of Chinese character meaning,based on the original meaning,the cultural categories of Chinese characters are sorted out;take into account the change of meaning and appreciate the cultural charm of Chinese characters;pay attention to the evolution of word meaning,clarify the connotation and extension of Chinese characters,and reasonably apply the rich cultural information contained in Chinese characters to the teaching of Chinese characters to foreigners.By summing up,this article believes that the teaching should also deal with the relationship between language teaching and cultural teaching in a reasonable way to avoid the shift in the focus of classroom teaching;overall design and systematic planning to overcome the arbitrariness in teaching;improve teaching inspection methods and scientifically inspect the learning effects Focus on improving the effectiveness of classroom teaching.The fourth part is classroom teaching methods and strategies.Through the summary of teaching practice,this article believes that exploring cultural origins,comprehending and understanding the experience;clarifying the rules of character creation and understanding the cultural rationale of Chinese characters;following the laws of cognition and analyzing the meaning of the words in context;creating cultural situations and enriching teaching methods,etc.It is in line with students' cognitive characteristics and teaching practice,which helps to optimize classroom teaching organization and achieve the expected teaching effect.The fifth part,"I" and "We"(the first class)lesson design.Based on the above summary and discussion,based on the teaching materials,teachers and students' reality,try to design and display "I" and "We" from the aspects of teaching goals,teaching content,teaching difficulties,teaching methods and teaching processes(the first class)classroom teaching examples,and summarized and reflected on the actual teaching effect.