Research On The Teaching Of Chinese Language Teaching At The Beginning Of The Period Under The Deep Learning Theory

Classical Chinese is of good quality and rich in connotation,which plays an important role in students' language core literacy and Chinese proficiency.Junior high school is a critical period for students to form the Classical Chinese reading ability.This thesis takes the problems existing in the Chinese language teaching in junior high school as a starting point,and adopts the Deep Learning theory to find a way which can improve teaching effects,so as to bring the value of classical Chinese teaching into play.The introduction part briefly introduces the background and significance of this topic.Literature concerning deep learning,Chinese language teaching and deep learning in Classical Chinese were referred.Then critical analysis on the achievements and deficiencies of the previous literature were made.The first chapter adopts the interview method and case analysis method to investigate the current situation of Classical Chinese teaching.It is showed that the Classical Chinese teaching has made some achievements,but there still exists some “Surface learning”problems such as,students are mainly rote,teaching mechanization,translation-oriented teaching,and teaching lacks relevance,etc.There are several reasons for these problems.Firstly,the Classical Chinese text itself is difficult to understand;Secondly,the content of the test is singular;Thirdly,Some teachers have insufficient knowledge of classical Chinese;fourthly,Students lack motivation to learn classical Chinese?The second chapter introduces and defines Classical Chinese Deep Learning.What's more,the necessity of Classical Chinese deep learning is viewed in terms of its position in Chinese teaching and its value in Classical Chinese teaching.Moreover,based on a comprehensive consideration from the teaching status,Deep Learning theory and the core literacy of Chinese,the goal of deep learning in Classical Chinese is formulated for Junior high school,that is,to cultivate students' knowledge construction ability,enhance students' critical thinking and innovation ability,improve students' aesthetic appreciation ability,and develop students transfer ability.Deep Learning theory was proposed by American scholar Ference in 1976 when testing students' reading ability.Contrary to surface learning,"deep learning" refers to the way of learning new knowledge critically based on understanding,then transfer new knowledge to the specific learning process.Operable teaching strategies were put forward in chapter three,which were based on Deep Learning theory.They are: 1.Building a learning framework and constructing a Classical Chinese knowledge system;2.Creating problem scenarios to improve students' thinking quality;3.Aesthetic appreciation can be conducted based on language use;4.Using transfer to promote students' in-depth learning.Thereby,it provides a method reference for the teaching of Classical Chinese,and improves the effectiveness of the teaching of Classical Chinese.The conclusion part summarizes the potential of Deep Learning theory to be used in Junior high school Classical Chinese teaching.Deep Learning theory can greatly improve the current situation of Classical Chinese teaching and improve students' Classical Chinese learning ability.