Teaching Research On Flexible Use Of Parts Of Speech In High School Chinese

At present,culture has become an important dimension to measure national strength in the world.At the beginning of 2018,the ministry of education introduced the Curriculum Plan of Ordinary Senior High School and Curriculum Standards of Chinese and Other Disciplines(2017 Edi.tion),taking"strengthening morality education and the cultural of self-confidence" as one of the basic concepts of Chinese teaching,and affirming the significance of"cultural inheritance and understanding" for students Chinese learning.As one of the carriers of Chinese excellent traditional culture,Classical Chinese in Chinese teaching is increasingly prominent.And the flexible use of vocabulary involving grammar has become a great difficult in classical Chinese teaching.This study takes H middle school in Beijing as a case,and takes questionnaire survey,interview and observation as the main research methods.Through analyzing the records of classroom observation and questionnaire data,this study summarizes the crux in teachers'teaching and students'learning of parts of the flexible use of vocabulary,and puts forward effective teaching strategies based on constructivism theory.This paper firstly observes,records and analyzes the teaching implementation and effect of the Chinese teacher A(teaching class X and class Y)on the flexible use of vocabulary from the four dimensions of the emphasis of classical Chinese teaching,the systematic of the flexible use of vocabulary teaching,the transfer of knowledge and the teaching method of the flexible use of vocabulary.Secondly,questionnaires were distributed to 9 Chinese teachers and 105 students of class X and class Y of H middle school.On the one hand.this paper analyzes teachers'teaching of the flexible use of vocabulary from several perspectives,such as grammar acquisition and transfer,the value degree and common teaching methods of the flexible use of vocabulary.On the other hand,this paper analyzes students'studying of the flexible use of vocabulary from the learning motivation and interest,grammar cognition and mastery,the emphasis on and the common methods of the flexible use of vocabulary.In addition,interviewing three Chinese teachers and some students gives much support to analyze the current teaching situation,the problems and reasons existing in the flexible use of vocabulary teaching.It is found that the teaching of the flexible use of vocabulary is not optimistic by analyzing.Although teachers still focus on one-way teaching,tend to teach in a fragmented way in the actual teaching,ignore the dominant position of students in the flexible use of vocabulary teaching.And they cannot effectively use the knowledge and experience that students are good at because of weak interdisciplinary knowledges.In addition,the students have weak interest to learn the flexible use of vocabulary.They receive scattered grammar knowledge and have a little willingness to learn systematically.And usually,they ignore the transfer of knowledge and have weak independent learning ability.Based on the analysis of the reasons for the existing problems in the flexible use of vocabulary,and on the basis of the constructivism theory,the author puts forward four teaching countermeasures:first,change teachers' educational view,attach importance to subject status of students,arouse students' interest in learning and cultivate their sense of participation.Secondly,change the teaching methods,attach importance to grammar teaching and develop intensive specialized courses on the flexible use of vocabulary.Thirdly,perfect the teaching link and improve the student knowledge construction ability.Fourthly,enrich the knowledge system and attach importance to interdisciplinary integration and transfer.It is hoped that this study can provide reference and help for front line Chinese teachers in the teaching of flexible use of vocabulary.