The Application Of Learn First To Teach Behind In Classical Chinese Teaching In Senior High School

Classical Chinese is the top priority of Chinese reading in senior high school,which has always been widely concerned by front-line teachers.Classical Chinese teaching plays an important role in understanding and inheriting Chinese traditional culture.Therefore,students' learning classical Chinese in Chinese classroom can arouse their interest in history and culture,feel the broad thoughts of great philosophers of all dynasties,and play a great role in inheriting the national spirit.However,there is a problem of "low efficiency and time-consuming" in the actual teaching of classical Chinese in senior high school,which needs to implement a new teaching path."First learn,then be taught" has changed the order of teaching and learning,requiring students to study independently and explore cooperatively,and then teachers to teach pertinently,which is conducive to the implementation of efficient and high-quality classical Chinese classroom teaching.Therefore,using "First learn,then be taught" to implement the research of classical Chinese teaching in senior high school is very necessary.However,there are few studies on "First learn,then be taught" in classical Chinese in senior high school,which has not attracted the attention of experts and scholars,which reserves a broad space for the research of this paper.In view of this,The author consulted a large number of materials,combined with the teaching situation of two senior high schools,analyzes the problems existing in the application of "First learn,then be taught" in classical Chinese teaching in senior high school,and focuses on the implementation strategy of "First learn,then be taught" in classical Chinese,so as to provide some references for the teaching of classical Chinese in front-line senior high school Chinese teachers.This paper consists of four parts.The first part is the introduction,which successively discusses the origin and significance of the research,and expounds the research status,research ideas and methods.The second part is an overview of "First learn,then be taught" and classical Chinese teaching in senior high school.Firstly,it explains the concepts of "First learn,then be taught" and classical Chinese teaching in senior high school,then analyzes the feasibility of the application of "First learn,then be taught" in classical Chinese teaching in senior high school,and finally expounds the significance of "First learn,then be taught" in classical Chinese in senior high school.The third part is the analysis of the application of "First learn,then be taught" in classical Chinese teaching in senior high school.The author found the problems of "First learn,then be taught" in classical Chinese in senior high school from the student questionnaire and teacher interview,and deeply analyzed the causes of the problems.The fourth part is based on the investigation and analysis,focusing on the implementation strategy of "First learn,then be taught" in classical Chinese in senior high school.In this part,the teaching discussion is carried out from three perspectives:the construction of classroom model,stylistic classification and the combination of Chinese and text.