Discussion On The Geographical Factors In Chinese Teaching

As a subject of instrumentality,humanity and comprehensiveness,Chinese has a wide range of learning and textbook selection,which embodies characteristics of encyclopedia.Take Junior Chinese as an example,it involves a lot of knowledge in history,geography,biology and other disciplines or fields.By taking geography subject with the highest frequency of relevant knowledge in junior middle school Chinese teaching as an example,this paper puts forward to analyze geography culture in junior middle school Chinese teaching from the perspective of Literary Geography and to use the method of literary geography to assist Chinese teaching,which can not only improve students' enthusiasm for learning,provide more methods for students to read independently,but also provide students with diversified reading experience.The paper is divided into four parts:Firstly,by using statistical method to study text selection of Chinese teaching materials,this paper founds geography is the most common culture of other subjects in junior middle school Chinese teaching.And through the analysis of the requirements of the new Chinese curriculum,the application of geographical culture in junior middle school Chinese teaching has high research value.Considering that the effect of teaching depends on both teachers and students,the paper also analyzes the feasibility of introducing the research methods of geographical culture and literary geography into Chinese teaching in junior high school from the perspectives of teachers and students,and clarifies this research is beneficial to the needs of teachers' teaching and students' aesthetic.Secondly,since it is a new attempt to introduce geographical culture into Chinese teaching in junior middle school,this paper starts with the influence of regional environment on writers and literary works because it is easier to accept.Lu Xun,Du Fu and Li Bai,who are common in Chinese teaching in junior middle school,are selected as representatives of typical writers,and an example is given to analyze how one water lives one people.In order to let readers know the important influence of regional geographical environment on writers and literary works,this paper also analyzes the literature area of Bashu,Central Plains and Qinlong as representative of distribution area of literary works,and analyzes the characteristics of literary works under different geographical environment.Then,this paper summarizes the research scope and methods of literary geography.Considering the students' learning situation and teaching content,this paper chooses spatial analysis method,geographical image research method and field research method and analyzes its application in actual teaching by combining with junior high school Chinese teaching.In this part of the study,this paper founds that time-space concept and construction of geographical space in literary works which mentioned in spatial analysis method,the typical images in geographical image research method and the field trip in field research method can assist Chinese teachers in teaching.Finally,based on the practical experience,this paper summarizes several points of attention in the application of geographical culture in Chinese teaching: Chinese teaching should always be the main part,geography culture should combine with Chinese teaching,research methods of literary geography should be used reasonably.Paying attention to these problems and precautions will help teachers make better use of geographical culture and literary geography research methods to assist Chinese teaching.