A Study On The Relationship Between The Appreciation Of Literary Classics Of Senior Chinese Teachers And The Teaching Of Literary Classics

The latest" Chinese curriculum standards for Common High schools " in 2017 still pay attention to the improvement of high school students' aesthetic appreciation ability,so high school literature Classics teaching should pay attention to students'aesthetic experience and aesthetic practice.However,current teacher literature classics appreciation and the present situation of literature classics teaching is worrying,the teacher didn't really pass the classical beauty to the student.Therefore,this article from the empirical study to prove the relationship between the high school Chinese Teachers' literary appreciation and the Literature classics appreciation teaching,found the problem and make analysis,finds out the problems and makes the analysis,and puts forward some suggestions on strengthening Chinese teachers,literary classics appreciation quality.This thesis consists of three main parts:Firstly,the author discusses the relationship between the subject and object of literature appreciation from the viewpoint of the unified literature appreciation.Then the author discusses the relationship between teachers and students as the subject of appreciation in teaching.By discussing the relationship between teachers,literature classics and students,the author argues that the teacher's literary classics appreciation is one of the most important factors affecting the classical teaching of literature.Finally,after theoretical discussion,the author determines the connotation and composition of the literary classics appreciation,puts forward the corresponding requirements of the teachers' literary classics appreciation Quality,and lays the foundation for the subsequent empirical study.Secondly,taking the method of case study,a proficient teacher and a novice teacher we.re selected as the case study object in N Middle School,and the methods of interview and classroom observation were used to collect and analyze the two teachers' literary appreciation and literature classics appreciation teaching.The results show that:(1)The quality of literature classics appreciation of senior Chinese proficient teachers is higher than that of novice teachers.Embodied in the Proficient Teacher literature Classics appreciation knowledge than the novice teacher rich,the proficient teacher literature Classics appreciation experience is richer than the novice teacher,the proficient teacher literature Classics appreciation ability is stronger than the novice teacher,but in the literature esthetic transmission ability,Although proficient teachers are stronger than novice teachers in personality interpretation,novice teachers can quickly accept new things and combine fashion elements to shorten the distance between students and classics.(2)from the teaching behavior of the case teacher,the students' performance and the completion of the students'appreciation after class,The high school Chinese teacher's literary classics appreciation accomplishment has certain influence to its literature classics appreciation teaching esthetic effect,the literature classics appreciation accomplishment is higher,its teaching effect is more obvious.Finally,according to the analysis result of the case survey,this paper puts forward three sugge'stions on enhancing the quality of Chinese teachers' literary classics appreciation in senior High school Chinese Teachers' literary classics appreciation accomplishment and literary classics teaching Aesthetic Effect:(1)Teachers should study the teaching effect,so as to obtain the impetus and direction of strengthening the appreciation of literary classics;(2)schools should provide support for teachers to strengthen literary classics appreciation,such as giving teachers more time and space to read classics,establishing new and old teachers' helping system and encouraging teachers to learn from each other,To provide teachers in-service training and self-improvement opportunities for development.