A Study On The Application Strategy Of Etymological Knowledge In Classical Chinese Reading Teaching In Junior Middle School

The knowledge of etymology is based on the study of Chinese character configuration,and through the analysis of Chinese character configuration and meaning,we can sort out the relationship between the form and the meaning of Chinese characters,and extract the Chinese cultural factors contained in them.To a certain extent,the teaching of reading in literary languages has been plagued by the dilemma of "knowing what is true but not knowing why" and the shortcoming of insufficient cultural connotations.Classical Chinese in junior middle school is an important carrier of the excellent Chinese traditional culture and learning it is a significant way to inherit splendid culture and improve national cultural identity.Based on the knowledge of etymology and etymology from the perspective of Chinese character configuration,meanwhile,combined with the context theories and the requirements of the new curriculum standard,this paper preliminarily forms the theoretical understanding of using etymology and etymology knowledge in the teaching of classical Chinese reading in junior middle school,and constructs the application strategies of etymology and etymology knowledge in the teaching of classical Chinese reading in junior middle school from the two dimensions of word meaning understanding and cultural inheritance.This study is divided into four parts to discuss the application strategies of etymology knowledge in classical Chinese reading teaching in junior middle school.The first part is an introduction,including the research significance,concept definition,research review,research objectives and content,research methods.The second part aims to explore and integrate the relevant theories of the application of etymological knowledge in the teaching of classical Chinese reading in junior middle school.Starting from the Chinese character configuration and the traditional ‘the six categories of Chinese characters’ theory,combined with the research of relevant scholars,this study divides the etymological knowledge into four core elements.At the same time,it explains the feasibility of using the knowledge of character origin and character theory in junior middle school literary reading teaching,taking into account the requirements of the new curriculum for junior middle school literary reading teaching.Finally,specific teaching objectives and tasks are proposed,and principles for the use of etymological word theory knowledge in junior middle school literary reading teaching are developed.The third part is dedicated to investigating the current situation of the application of etymological knowledge in the teaching of classical Chinese reading in junior middle school,and analyze the origins of the current situation,so as to lay a foundation for putting forward targeted training strategies.The author investigates the current situation in terms of junior middle school students’ difficulties in learning literary texts,teachers’ and students’ knowledge of the etymology of words and the practice of teaching reading in literary texts.The analysis found that junior high school students generally have difficulties in understanding classical Chinese words,rarely feel traditional culture from classical Chinese,teachers and students have insufficient theoretical reserves for etymological and theoretical knowledge,and some teachers have insufficient innovation awareness for classical Chinese reading teaching.Lack of research awareness and ability,weak integration ability.The fourth part is committed to constructing the main application strategies of etymological knowledge in classical Chinese reading teaching in junior middle school.Combining the core functions of etymological knowledge and the new requirements of the new curriculum for reading literary texts,the author will discuss specific strategies from two dimensions: ’word understanding’ and ’cultural transmission’.To realize the meaning understanding of classical Chinese,it is necessary to construct the form-meaning relationship and semantic system of Chinese characters based on the ideographic characteristics of Chinese characters to deepen the understanding of classical Chinese words.Owing to the cross time and space between traditional culture and modern students,in order to realize cultural inheritance,first of all,we must resolve the understanding gap between the two.By restoring the real cultural situation,we can not only reduce students’ understanding difficulties,but also stimulate students’ learning resonance.Secondly,cultural teaching is a learning process that emphasizes experience and practice.During this process,through the learning task group,the theme governs learning,and realizes the transformation from knowledge to education,so as to effectively improve the value of classical Chinese ’morality education’ through the learning group.