Research On The Teaching Strategy Of Language Construction And Application In The Front Of Chinese Object In Middle School

For a long time,the key and difficult points of Chinese teaching are focused on classical Chinese.Scholars have done a lot of research on classical Chinese.However,after reading many literatures,it is found that there is almost no research on the preposition of object in classical Chinese sentences.As an important and complex sentence pattern in classical Chinese,object preposition runs through many ancient texts,especially in the pre-Qin literature.The preposition of object should be paid more attention to and studied in order to promote the teaching of classical Chinese.Nowadays,Chinese education puts forward the educational concept of "core literacy",in which language construction and application require students to master language,and sentence pattern is also the basis and foundation of language.Therefore,when learning classical Chinese,students must also master various special sentence patterns to improve their thinking ability and aesthetic creativity.The further research and analysis on the pre-guidance of object preposition in middle school Chinese is helpful to improve the teaching efficiency of classical Chinese and the students' language ability.Therefore,this paper attempts to interview,questionnaire and literature.This paper analyzes the current situation and trend of object preposition teaching in high school classroom,and properly formulates and implements strategies to improve object preposition teaching in high school classroom,in order to improve the efficiency of classical Chinese education in high school.This study includes the following aspects: First of all,in the introduction part,through the elaboration of the origin and significance of this study,and introduced the significance of this study as well as research ideas and methods.This paper reviews the related literature of "object preposition" and defines the related concepts of "object preposition".The second part is to explain the concept of the four types of high school object-prepositional sentences,and to illustrate the characteristics of the four types of object-prepositional classical Chinese sentences in high school texts.The third part is the present situation research.Through questionnaires and interviews,we found that there are the following problems in the teaching of object preposition in senior high school: the obvious separation between ancient Chinese and modern Chinese,the lack of interest in learning classical Chinese,the low frequency of practice of special sentence patterns,the scattered knowledge of object preposition sentence patterns,the emphasis on the translation of words,the neglect of the integrity of sentences,and the inability to transfer the knowledge of object pre-position sentence patterns.From this point,we can see that most of the object preposition teaching has some shortcomings in language accumulation,combing and integration,and the cultivation of language sense.Therefore,it is particularly necessary and important to investigate the prepositional teaching of object in middle school.The fourth part is the strategy research,also is this paper key point,based on the front research,unifies the high school student's concrete study situation,separately from constructs the bilingual knowledge system,pointed teaching,raises the student initiative language construction ability,constructs the individual experience to form the language feeling several stratification planes the middle school object front teaching strategy research,is for the purpose of raising student's language accomplishment.The fifth part is the implementation of the strategy in the actual teaching,taking the article "Zi Lu Zeng Xi Ran You Gong Xi Hua Shi Zuo" as an example for teaching design,and reflecting on the teaching design.The purpose is to find the best method of object preposition teaching so as to optimize the teaching.In a word,the teaching of object-prepositional sentences in middle schools needs to constantly strengthen the cultivation of students' language ability.