A Study Of Chinese Teaching In Junior Middle Schools From The Perspective Of Ecological Aesthetic Education

In the current classical Chinese teaching,the amount of classical Chinese vocabulary teaching is too large,and the classical Chinese function words in textbooks are too scattered and unsystematic.In the teaching process,teachers do not pay enough attention to the teaching of function words,and the teaching methods is improper.Students have gradually become accustomed to passively accept the part of speech and meaning of function words,and the learning effect is poor.Most function words are evolved from notional words,or derived from their original meaning,or borrowed from other words.Their meanings are not isolated.These meanings can be traced and combed through the "the six categories of Chinese characters".We can find that function words are actually the unity of opposites of shape,meaning and pronunciation.When students face with the complicated usage of classical Chinese function words,teachers can guide students to use the "the six categories of Chinese characters" to trace the origin of function words,start with more practical meanings,understand the evolution of usage,grasp its virtual extended meaning,and finally classify them by means of constructing the word meaning system,so that they can "know why they are right" and completely master multiple meanings of function words,and can also be inverse to other function word.The syllabus promulgated by the Ministry of education requires students to master the meaning and usage of 18 key classical Chinese function words.Using "the six categories of Chinese characters" to trace the source of function words,students can better memorize the various meanings of function words and use them skillfully.First of all,the frequency of 18 function words in 29 classical Chinese articles and 15 classical Chinese articles in the national college entrance examination in recent five years is analyzed.The more important and frequently used function words are summarized.The semantic expression of 18 function words in classical Chinese is clarified.Through the questionnaire survey and analysis of the current situation of classical Chinese function words teaching,we can understand the current dilemma of function words teaching,and on this basis,using the "the six categories of Chinese characters" method to explore the original meaning of key function words and its specific semantic and grammatical rules from the real to the virtual,and to formulate an effective teaching method for function word traceability.Choose a classical Chinese with high frequency function words as the case teaching,through the specific teaching steps of stimulating interest in the classroom,tracing the origin of teachers and students to explore and subtle effect evaluation to practice,reflect and summarize the experience,and further explore the applicability value of "the six categories of Chinese characters" method into high school function words teaching.Exploring the origin,evolution and development of a function word is conducive to helping students remove the obstacles of function words,cultivate students' awareness of tracing the origin and seeking novelty,so that they can experience the broad and profound Chinese traditional culture,and better carry out aesthetic education.The research on the integration of "the six categories of Chinese characters" method into the teaching of function words in senior high school can provide reference for combing function words in classical Chinese by using linguistic knowledge in theory.In practical teaching,its traceability can provide an effective teaching method for Chinese function word combing class.