Research On The Teaching Of Classical Chinesein Middle Schools From The Perspective Ofstylistics

"Compulsory Education Chinese Curriculum Standards"(2011 edition)and " General High School Chinese Curriculum Standards"(2017 edition revised in 2020)all advocate the inheritance,development and promotion of traditional culture.Corresponding to the requirements of the curriculum standards,the proportion of Chinese language in the current middle school Chinese textbooks has risen sharply.The classical Chinese content selected into the middle school Chinese textbooks has the characteristics of distinctive style and good writing quality.It is an excellent material for middle school students to contact traditional culture and a suitable carrier to improve their traditional cultural literacy.It is easy to deviate from the reality of classical Chinese writing if the types of classical Chinese writing are divided into poetry,novel,prose,and drama in modern reading teaching on the issue of classical Chinese reading teaching.The ancients often followed strict stylistic norms when creating,so a certain type of work often had the inherent general stylistic characteristics of that type of genre.Many articles can be classified as prose if the four styles of poetry,fiction,prose,and drama are used as the standard to classify the classical Chinese texts in middle school Chinese textbooks.In this way,the characteristics of the text itself are concealed.Therefore,in the teaching of classical Chinese reading,teachers can cut into classical Chinese texts from the perspective of stylistic characteristics.Firstly,interpreting the texts in combination with stylistic characteristics,creative background,and text content,and then designing teaching based on the specific learning conditions of middle school students,and finally selecting appropriate content that meets the requirements of the Chinese curriculum standards and meets the requirements of the syllabus and unit for reading teaching from the teaching design.Students can be properly required to master certain stylistic knowledge,cultivate their stylistic awareness,and guide students to have a deeper understanding of the ideological connotation,creative style and author's spiritual realm of the article through the study of the content of the article in the teaching process.The author found that most teachers of classical Chinese reading teaching in middle school Chinese classrooms can give personalized explanations based on specific texts,and the teaching effect is relatively ideal through listening to lectures and analyzing some teaching examples during the internship.Only a very small number of teachers in the classical Chinese reading teaching also focus on the teaching of words and grammar,while neglecting the style of the text to a certain extent.Although the newly implemented Chinese curriculum standard does not clearly put forward the teaching requirements in this respect,it has hidden emphasis on this issue from the perspective of inheriting traditional culture.Teachers should establish a sense of style,attach importance to style information,combine style characteristics to assist text interpretation,carry out teaching design,formulate corresponding teaching strategies,and strive to improve the effectiveness of teaching when they teach classical Chinese reading in this context.This article is based on the four common classical Chinese textbooks(recorded styles,essays)commonly used in junior high school Chinese textbooks("Ministry Edition")and high school Chinese textbooks("People's Education Edition")currently used uniformly throughout the country,taking the words such as note,theory,preface,and table appearing in the title of the article as the iconic words of the style,refer to the more mature style research theories from ancient times to the present,combined with the predecessors we use our research results as the basis for the classification of styles.Define the selected types of classical Chinese,and sort out the types of styles that connect junior and senior high schools and their distribution in the textbooks.Therefore,it is found that the styles that connect the Chinese textbooks of elementary and senior high schools are note,theory,preface,and table styles.Among them,the notes are divided into landscape travel notes,pavilions and towers notes,personnel miscellaneous notes,and calligraphy and painting utensils notes;the preface includes the gift preface and the tour banquet preface.It is clear from this that style is not only a genre or style confined to external form,but also has internal connotations such as appearance and style,which is a combination of external form and internal connotation.Therefore,taking the common memorial style,discussion style,preface and table style texts in middle school Chinese textbooks as examples,the teaching research is carried out based on the existing research and combined with the style characteristics.Therefore,when solving the problems of classical Chinese reading teaching,teachers are encouraged to combine the generality and individuality of the text,and to study the textbook in combination with the generality of the style and the individuality of the text,and finally determine the teaching that is compatible with the text and suitable for learning content.Therefore,when formulating teaching strategies,firstly paying attention to the text as a whole,and clarify which category this article belongs to,whether it belongs to the category of poetry,poetry,or prose.The style is very clear,and the text is cut directly from the iconic words in the title if it belongs to the category of poems and songs.The style must be subdivided,whether it is a memorial style,an argumentative style,a preface style,or a table style and so on if it belongs to the prose category.It is necessary to carry out text interpretation based on the characteristics of various styles after clarifying the style.That is,to select a prominent or key point from the text to cut into the text.Narrative style essays are mainly narrative and mixed with argumentation,or use metaphors and reasoning from facts;on style essays or analyze objective things,infer general principles,or explain meanings and principles,be gracious and gentle;preface essays may use narration,discussion-oriented;or narrate friendship,express exhortation;or write grand meeting scenes,remember the joy of banquets;express style or have a specific format,pursuing application functions;or express heartfelt feelings,and have a literary color.Teachers should try their best to interpret the text in depth,detail,and richness combined with stylistic characteristics.The teacher should proceed with instructional design combined with stylistic characteristics.An important step in teaching design is the setting of questions.It is necessary to set up the main questions that can lead the entire class under the premise of the overall perception of the text.Teachers should consider whether to combine styles and styles for teaching.Which part of the classroom should be set up for style and style teaching if they want to combine styles and styles for teaching.Either before class or at the end of class,the specific arrangement depends on the specific content of the article.Doing a good job in teaching design combining the characteristics of the style,such as the argumentation,evidence,and the method of argumentation to sort out the article,and the application and literary nature of the style essay.Teachers should guide students to read the text carefully,appreciate the appearance and style of the text,cultivate students' perceptual understanding of the text in the teaching process.And when the learning session is about to end,read the text repeatedly,and taste the language of the text again with an understanding of the text,so as to deepen the comprehension of the style,meaning,sentiment and theme of the article.Finally,in teaching practice,taking memo style,essay,preface,postscript and table text as examples,use the style teaching strategy of classical Chinese teaching to design and implement classical Chinese teaching,and try to enrich the teaching methods of classical Chinese reading for front line teachers.In summary,teachers need to have the consciousness of stylistic teaching and reserve rich knowledge of traditional stylistics for the stylistic characteristics of classical Chinese reading teaching.Teachers can accurately distinguish the style,and then it is possible to consciously introduce the related knowledge of style into the teaching process when facing the content of classical Chinese.Teaching design and teaching implementation from the perspective of stylistics are pertinent,effective and operable for classical Chinese teaching interpretation of classical Chinese texts.On the one hand,this series of operations can enrich the way of teaching classical Chinese reading and enhance the vitality of classroom teaching.On the other hand,it helps to stimulate students' interest in learning classical Chinese,enhance students' cultural literacy.At the same time,it can also stimulate students' interest in traditional culture to a certain extent,which is conducive to the promotion of traditional culture.