Research On The Teaching Strategies Of Classical Chinese Reading In High School Chinese Biography

Biographical classical Chinese teaching is an important part of Chinese teaching in senior high school,but the research on the reading teaching strategy of biographical classical Chinese is rare.The reasons are as follows: firstly,the selection of biographical classical Chinese in senior high school presents the characteristics of long length,many important words and sentence patterns,and the teaching content is more and more complex,but the teaching content of reading is more and more complex Secondly,teachers pay too much attention to word teaching,weaken reading strategy interpretation,and lack of exploration on the connotation of the text;finally,the current attention to the reading teaching of classical Chinese biography in senior high school is not enough,and the results of teaching practice and theoretical research of classical Chinese biography in senior high school are seriously insufficient compared with other literature research.Such a variety of,leading to the current high school biography class classical Chinese reading teaching is generally ignored,forgotten,no progress,and reading teaching is essential to teaching activities of deep-seated text teaching activities,its huge role in improving students' reading ability,so that they must not be absent in any language classroom.Therefore,this paper will discuss the reading teaching strategies of senior high school biographical classical Chinese from the following five chapters: the basic characteristics,basic contents,teaching errors and practical cases of high school biographical classical Chinese,and finally determine the basic strategies of reading teaching,in order to achieve the retrospective and complementary role of the teaching of biographical classical Chinese:The first chapter summarizes the classical Chinese characteristics,historical characteristics and literary features of the selected articles of biography in senior high school by means of literature research.Through the analysis of these characteristics,we can achieve a comprehensive understanding of biographical classical Chinese and guide teaching.The second chapter is mainly combined with the reading teaching practice process and reading theory,analyzes and summarizes the basic content of reading teaching of senior high school biography classical Chinese,mainly through three aspects of name and object exploration,behavior analysis and spiritual appreciation,and combined with the content of selected articles,in order to solve the problem of teaching content selection and emphasis.The third chapter,through observation and induction,points out the dilemma of the current high school biography classical Chinese reading teaching,in order to avoid mistakes and omissions and optimize teaching activities.The fourth chapter is to use case analysis method,through the research of Chen riliang and Wang Rongsheng's teaching record and teaching design scheme,to summarize the common methods,so as to provide theoretical support for the final strategy.The fifth chapter puts forward the basic strategies of reading teaching by inductive method.The first is to lay the foundation for reading comprehension,or to combine reading with accumulation;the second is to determine the reading teaching steps based on form,that is,to choose appropriately,to read vocabulary intensively;to return words to the text,to read literary style;to seek transcendence and to interpret human nature.