Research On The Compilation And Use Of Exercises After Class In Classical Chinese Textbooks For Junior High School

The characteristic of the after-class classical Chinese exercise of the junior middle school Chinese textbook prepared by the Ministry of Education(MOE)is divided into form characteristic and content characteristic.In terms of form,it is characterized by one-question repeated tests,wide coverage,uniform distribution and good stability.In terms of some after-class classical Chinese exercises about the same content,compared with other editions like Jiangsu Education Edition,Shanghai Education Edition,Chinese Press Edition and Beijing Normal University(BNU)Press Edition,the junior middle school Chinese textbook of Ministry of Education Press Edition is endowed with three characteristic.Firstly,in terms of question design,it is in line with the requirements of Theory of Cognitive Development.Secondly,in terms of question description,it is endowed with three characteristics,including detailed description conductive to the preview of students,clear instructions as well as strong operability conductive to the lesson preparation of teachers and good assistance as well as emphasis on the guiding role of learning habits and learning methods.Finally,in terms of the content and function of examination,it is endowed with the characteristics of wide extension,strong inspiration,emphasis on the development and promotion of thinking,student orientation,knowledge supplementation,accumulation promotion and emphasis on cultural heritage and understanding.Generally speaking,the after-class classical Chinese exercise of the MOE’s junior middle school Chinese textbook is characterized by stable form,content in line with the requirements of Theory of Cognitive Development and emphasis on the guiding role of learning habits and learning methods and the development and promotion of thinking as well as cultural heritage and understanding.It was carefully prepared according to Chinese Curriculum Standards of Compulsory Education in the background of the state attaching great importance to traditional Chinese culture.It consists of six types of exercises,including recitation,memorization,translation,appreciation,comparison and writing.The after-class translation exercise is unique for classical Chinese.It is also the examination focus ofclassical Chinese.Although there are some similarities of other types of after-school classical Chinese exercises with vernacular exercise,they are endowed with the particularity of classical Chinese,such as understanding the ancient and modern difference through contrast exercise and shortening the ancient and modern distance through writing exercise.It is showed that the after-school classical Chinese exercise of the MOE’s junior middle school Chinese textbook is focused on the close combination among knowledge accumulation,thinking improvement and emotional experience.However,the questionnaire survey results show that the application status of the after-class classical Chinese exercise of the MOE Press Edition junior middle school textbook is poor at present.There are a lot of problems.For example,with a vague understanding,teachers and students pay less attention to the after-class classical Chinese exercise.Teachers fail to integrate the after-class classical Chinese exercise with the teaching design of classical Chinese.Students are always in a passive position in terms of the completion of the after-class classical Chinese exercise.In particular,the after-class classical Chinese writing exercise is insignificant.As a result,some corresponding suggestions are made from the three perspectives of teachers,students and parents.For teachers,first of all,it is necessary for them to pay attention to the after-class classical Chinese exercise of the junior middle school Chinese textbook compiled by the MOE and strengthen the guidance for students.Secondly,integrate the after-class exercise flexibly in classroom teaching.Finally,improve the assessment mechanism for the after-class classical Chinese exercise.For students,on the one hand,they should give full play to their dominant role and improve their subjective initiative.On the other hand,they should pay attention to writing questions and form the research-based learning habit.For parents,they should actively assist teachers in forming a good education cycle between families and schools.It is hoped to lay a good foundation for the later study and development of junior middle school students.