Discrimination And Analysis Of Senior High School Chinese And The Exploration Of Teaching Strategies For Correcting Wrong Sentences

In senior high school,it is very important to analyze and modify the ill-posed sentences both for teachers and students.Grasping the skills of analyzing and modifying ill-posed sentences is not only the requirement of “Ordinary High School General Chinese Curriculum Standard” and the“College Entrance Examination Test Syllabus” of the previous years,but also plays an important role in improving students’ ability of using spoken and written language and their Chinese literacy.However,the cultivation and promotion of this ability do not take place in a single action.What it requires is the accumulated time and effort.Only through systematic study and training can students acquire a solid grasp of the necessary grammar knowledge to form a good sense of language and cultivate the habit of thinking hard by using logical thinking.Therefore,this also puts forward higher requirements on the language literacy and language skills of high school language teachers.Grasp the students’ learning situation accurately,use the form of students loved and heard to analyze and modify the teaching of ill-posed sentences,and cultivate students’ interest in grammar knowledge should be taken as a required course of high school language teachers.However,in the current senior high school,the very important point of knowledge is not significant because of the "desalination grammar" and its small share in the college entrance examination by a number of high school teachers and students attention.Affected by this status,the enthusiasm of students learning is not high,complete the problem over-dependence on language sense,scoring rate fluctuated,speaking language frequently in writing and daily oral communication.This not only detrimental to the improvement of students’ academic performance,but also affect the overall ability of language proficiency,hinder the students’ all-round development and lifelong development.Based on the above status,focuses on the problems of analyzing and modifying ill-posed sentences in senior high school,on the basis of understanding the theoretical and practical research results of predecessors,the author goes deep into the Chinese language classes in senior high schools and conducts a series of research on this kind of teaching.The results of the research are mainly divided into the following four parts:The first part is the introduction,which analyzes the source and meaning of discrimination and modification of the teaching of analyzing and modifying ill-posed sentences,research content,research status and research methods are briefly described;Second,expounds the importance and necessity of analyzing and modifying ill-posed sentences;Third,use the literature research method,case analysis and practice investigationmethod to understand the current problems in the analysis and modification of the ill-posed sentences teaching,attribution of the problems from the aspects of society,teaching materials,teachers and students and lay the foundation for the strategy;Finally,combined with the results of previous theoretical and practical research,in view of the current problem of analyzing and modifying ill-posed sentences teaching,put forward the five strategies:establish a correct teaching concept,summing up the rules,explaining the system,relocating and applying,interspersed explaining,innovative forms,diversified training and the requirements for students in different grades in high school,in order to improve the discrimination and revision of the teaching of the sick words and the students’ language skills.