Research On Linguistic Strategies For Inquiry Learning Of Classical Chinese In Middle Schools

The teaching and learning of classical Chinese in middle school has always been the focus of teachers and students."Language" in classical Chinese is essentially the same as "language" in linguistics.They both reveal the function of language.Therefore,from the perspective of Chinese teaching,how to teach classical Chinese is not only the comprehensive embodiment of Chinese ability,but also the embodiment of teachers' professional accomplishment.From the perspective of linguistics,teachers consciously find the problems of words,pronunciation,vocabulary,grammar and rhetoric in classical Chinese,and form an exploratory teaching mode in classical Chinese teaching in middle school,that is,to construct the linguistic strategies of classical Chinese teaching,which will help teachers improve their ability to interpret classical Chinese,make teachers have teaching methods,and at the same time,improve their ability to read classical Chinese The use of linguistic strategies in the teaching of classical Chinese can open up the way of inquiry learning,help to "doubt without doubt",open up the blank point of text interpretation,stimulate students' interest in learning classical Chinese,and improve the learning effect.Based on such a research concept,this topic uses the methods of literature,investigation,induction,and work analysis to analyze the related problems of inquiry learning in classical Chinese,including the theoretical basis of inquiry learning in classical Chinese,the construction of linguistic strategies,the linguistic investigation of inquiry learning in classical Chinese,and the language characteristics of inquiry learning in classical Chinese Learning strategies,etc.In order to achieve the above research objectives.In addition to the introduction and conclusion,there are four chapters in the main body:The first chapter is the value pursuit and current situation of research-based learning of classical Chinese in middle school.This chapter is mainly divided into three parts: the goal of research-based learning of classical Chinese in middle school;the current situation of teaching classical Chinese in middle school;the current situation of learning classical Chinese in middle school.The third chapter is about the linguistic problems in classical Chinese.This chapter mainly takes classical Chinese(including text selection and annotation system,collectively referred to as "classical Chinese system")as the research object,aiming to comprehensively analyze the linguistic problems existing in classical Chinese textbooks from the perspective of linguistic system,so as to provide comprehensive and accurate implementation objects for the practice of linguistic strategies in classical Chinese teaching.The fourth chapter explores the learning strategies of classical Chinese.This chapter mainly aims at the problems existing in the teaching of classical Chinese in middle schools.Through the theoretical construction of the third chapter above and the investigation of the objects in the fourth chapter,it provides the corresponding teaching solutions,that is,the strategies of linguistics,with the theoretical knowledge of philology,phonetics,grammar,rhetoric and so on.The basic conclusion of this topic is: under the guidance of linguistics,the application of the linguistic strategy of inquiry learning in middle school classical Chinese teaching will make the teaching of teachers and students have a basis,effectively change the disjointed and superficial situation of middle school classical Chinese teaching,really improve students' language literacy,and enhance students' ability to use the language of the motherland.At the same time,the continuous in-depth discussion on the inquiry learning of classical Chinese in middle school can strengthen the Chinese education to a certain extent,and open up a new situation under the guidance of inquiry learning.