Application Of Chinese Character Formation Theory In Classical Chinese Teaching In Junior Middle School

For a long time,the focus of discussion on the teaching of classical Chinese has been on the unification of "speech" and "text".People always criticize the teaching of classical Chinese,which is time-consuming and inefficient,but seldom put forward constructive suggestions with strong operability to improve the teaching effect of classical Chinese.We seem to pay more attention to the formal innovation,and rarely return to the language itself to think about the problem.Now,the unified compilation of this new textbook further improve the proportion of classical Chinese poetry in primary and secondary schools,in order to increase students' cultural accumulation and cultivate a sense of cultural dignity.Why?Cultural accumulation and cultural dignity are not elsewhere but in Chinese characters and Chinese.Chinese characters and Chinese language are not only an organic part of excellent traditional Chinese culture,but also the carrier of cultural information.Therefore,in the face of the new situation,we should not get lost in the bustle and bustle of the environment,but should settle down to read literacy,trace back to the source,touch the roots and genes of culture.How to further improve and innovate the teaching of classical Chinese on the basis of inheriting the historical experience has become a topic we must face.This paper attempts to build a bridge between the theory of Chinese character formation and classical Chinese teaching,and to provide operational methods for the difficulties faced by classical Chinese character teaching.The first chapter discusses what is the formation theory of Chinese characters.After clarifying its basic concepts and development history,this article intends to use the latest and most complete theory of Chinese character formation by Wang Ning as the theoretical basis.Secondly,it clarifies the theory of Chinese character formation and The connection of the teaching of Chinese in the early days and its help to the teaching of classical Chinese,one is to be able to explain the theory of characters scientifically,so that the teaching of classical Chinese is reasonable,evidence-based and interesting.The second is to help the accumulation of vocabulary and make the teaching of classical Chinese effective,orderly,and in-depth.The second chapter is a survey of the current situation of classical Chinese teaching in junior middle school.Through classroom observation,after-school interview and literature research,it summarizes some problems of the current classical Chinese teaching,such as the separation of Chinese and prose,superficial and mechanized teaching of Chinese;teachers are hard to teach,students are boring,and exam scores are flat;the current research on classical Chinese teaching still has some limitations,which need to be further studied To start the research.The third chapter is the construction of junior middle school classical Chinese teaching should be the state.First,it is necessary to reiterate the study value of classical Chinese;second,it is necessary to make clear the study goal of classical Chinese;third,it is necessary to construct the study content of classical Chinese;fourth,it is necessary to innovate the study method of classical Chinese.The fourth chapter is the strategy summary of the application of Chinese character formation theory to classical Chinese teaching and instructional design examples.Three kinds of strategies are put forward,which are known source type,hook type and comprehensive type,and the teaching design examples are attached to each strategy,and the advantages,key points and problems needing attention of each strategy are explained after the teaching cases.