A Study On The Hierarchical Teaching Of Chinese Figurative Figures Of Speech In Senior High School

Figurative rhetoric is the main way for us to understand and express the world.Metaphorical rhetoric knowledge is an important part of Chinese teaching in senior high school,and also plays an important role in the cultivation of thinking ability of senior high school students.Due to the influence of traditional ideas,many teachers think that figurative figure of speech knowledge is not the focus of teaching in senior high school,so that students do not pay enough attention to the study of this piece of knowledge.Based on the grade of academic quality level put forward in the Chinese Curriculum Standard of Senior High School(2017 Edition),and based on the relevant knowledge of figurative figures of speech,this paper puts forward that the teaching should be carried out according to the actual ability level of the students in the senior high school stage,in order to make the students at all levels develop in the aspects of Chinese literacy and thinking ability.The research shows that the hierarchical teaching of figurative figures of speech has achieved good results in improving the thinking ability of students at all levels,and it is feasible to improve students' Chinese literacy and thinking ability with the knowledge of figurative figures of speech as the starting point.In view of the problems existing in the hierarchical teaching of figurative rhetoric,this paper combs and reflects on the practice.This paper is mainly composed of three parts: introduction,main body and conclusion.The first part includes the source of the subject,literature review,research significance,research methods,innovation.The second part mainly includes the definition of related concepts,practical principles,implementation links,effectiveness and thinking.The third part is the summary and prospect of this study.