The Application Research Of "hermeneutics Cycle" In Middle School Classical Chinese Teaching

The teaching of classical Chinese in middle school is an essential part,which plays a crucial role in fostering students' competence to read ancient superior articles and understand superior ancient Culture.The teaching result of classical Chinese is not good,including the lack of comprehensive teaching content and the lack of students' subjective status.In view of this,this article analyzes the issue of " Separation of texts and words"," Students can not participate in text comprehension" and "disconnection between students' reading and text" in our teaching,and explores the solutions combined with hermeneutics cycle theory.First of all,by analyzing the three aspects of " Separation of texts and words " in our teaching,we should apply the "whole-part" cycle of hermeneutic cycle theory to understand "classical languages ",connect " classical languages" with " article ",connect " classical languages " with "literature ",connect "classical languages " with " culture ",and promote the organic combination of "text" and "speech" in our teaching.Secondly,according to the restrictions of teachers' monologue,students' lack of learning enthusiasm and students' lack of knowledge reserve of classical Chinese,the "pre-understanding-understanding" cycle of hermeneutics cycle theory provides a new idea,that is,by activating and expanding students' preunderstanding(this paper refers to "classical Chinese knowledge" preunderstanding," cultural background " pre-understanding," life experience" pre-understanding)and consolidating and developing "pre-understanding" in "understanding" to improve students' subjective position in class and promote students' understanding of text.Finally,in view of the disconnection between students' reading and text,this paper applies the theory of "text-understander" cycle in hermeneutics cycle to classical Chinese teaching.In the first two parts of the cycle and the whole classroom process to promote the "classical Chinese text" perspective and the integration of students.