Research On The Teaching Of Classical Chinese In Senior High School Based On Context Theory

As our country pays more attention to the education of Chinese excellent traditional culture,classical Chinese,as an important carrier of national culture,accounts for an increasing proportion in primary and secondary school Chinese textbooks.However,the long-standing problems of classical Chinese teaching in senior high school can not be ignored,such as the different language,single teaching method,students' low interest in learning,and so on.Any speech activity is inseparable from the specific speech environment,and the learning of classical Chinese is closely related to the specific context.Therefore,based on the context theory,this paper explores the classical Chinese teaching in senior high school,in order to provide some ideas for improving the efficiency of classical Chinese teaching.This article is composed of three parts: introduction,main body and conclusion.The introduction part mainly introduces the research background,research significance and research methods,and combs the research results of context theory at home and abroad to obtain enlightenment from it,and lays a solid theoretical foundation for this research.At the same time,it sorts out the previous research results on the combination of context theory and classical Chinese teaching to provide reference for the research of this topic and find new breakthroughs.The main body consists of four parts.The first part gives an overview of context theory.On the basis of the research results of context theory by scholars at home and abroad,combined with the characteristics of high-level Chinese language and teaching,explain the definition of context,context teaching,and the difference and connection between context teaching and context teaching.The classification and functions of the language are explained in more detail;the second part analyzes the value of introducing context theory in the teaching of high-level Chinese.Analyze the necessity of combining context theory in high school Chinese language teaching from the two aspects of high school Chinese curriculum standards and the characteristics of classical Chinese,and explain the significance of the introduction of context theory to high school Chinese language teaching from the three levels of teaching development,student development and teacher development;The three parts are the practical exploration part of this thesis,which is the author's two different teaching practices for the same text.Firstly,I show the process of conventional teaching of "Chen Qing Table" and self-reflection on the existing problems in teaching: teaching objectives are utilitarian,students are not interested in learning;teaching content is superficial,text interpretation is superficial;the teaching process is solidified,and students' subjectivity is lost.In order to improve the shortcomings and improve the quality of classical Chinese teaching,the author tried to redesign the teaching based on context theory and carried out specific teaching practice,thus verifying that this teaching concept is feasible and effective.The fourth part combines personal teaching practice experience,and puts forward a high-level Chinese language teaching strategy based on context theory.Combine the teaching cases of famous teachers and the Chinese language texts of the textbooks to illustrate with examples,in order to achieve the effect of getting twice the result with half the effort.The conclusion part summarizes the viewpoints of the full text and sincerely points out the shortcomings of this research.