Research And Practice On Teaching Strategies Of Classical Driven By Task

Classical Chinese,as the treasure of Chinese culture,has infected and influenced generation after generation of Chinese people with its rich cultural connotations and unique writing power.Classical Chinese teaching in junior middle school occupies an important position in the whole stage of compulsory education.However,such an important classical Chinese teaching in junior middle school presents many problems,such as "students’ enthusiasm for learning is not high","teachers’ teaching effect is not good","classical Chinese classroom is boring," and so on.The task-driven teaching method is a teacher-and student-oriented,task-oriented teaching method that enables students to take the initiative to complete tasks in real-life teaching situations and cultivates active,cooperative teachers and students to participate in it.At present,through a literature review,we can see that this teaching method has been applied to many subjects and achieved good results.The application of this method in the teaching of classical Chinese in junior middle school is conducive to mobilizing students’ enthusiasm for learning classical Chinese,optimizing teachers’ teaching methods,and improving the current dilemma of classical Chinese teaching.This paper is divided into an introduction and four chapters:The introduction part mainly discusses the definition of related core concepts,such as task-driven teaching,classical Chinese,teaching strategies,research background and significance,task-driven teaching and classical Chinese teaching research status,and research methods.It mainly uses the literature research method to read and summarize the previous literature related to the task-driven teaching method and classical Chinese teaching in detail,which lays the foundation for the study of the later paper.Chapter one discusses the necessity and possibility of task-driven classical Chinese teaching in junior middle school.This paper discusses the necessity and possibility from three aspects respectively and analyzes the current situation of classical Chinese teaching in junior middle school under the task-driven model.It is concluded that the task-driven teaching method is a good way to improve the traditional teaching method,adapt to the new teaching reform,and respond to teachers and students’ desires to improve the present classical Chinese classroom.The second chapter is the case analysis of classical Chinese teaching in junior middle school under the task-driven model.Three task-driven teaching strategies are obtained by analyzing the three teaching cases of "The Donkey in Guizhou",“On Horses” and "The Stone Beast in the River" in the textbook,which provide strategic support for the later teaching practice.Chapter three is the task-driven teaching strategy of classical Chinese in junior middle school.Based on the case analysis in Chapter 3,the advantages and disadvantages of a task-driven teaching strategy are obtained,and improvement strategies are proposed.Chapter four is the task-driven teaching practice of classical Chinese in junior middle school.Through AB experimental classes using different teaching methods to carry out teaching experiments,it is concluded that,compared with traditional classical Chinese teaching methods,task-driven teaching classrooms have better effects in terms of student subjectivity,teacher leadership,and teaching effect.To sum up,this paper believes that task-driven teaching method is supported by certain theoretical bases and practical results in middle school classical Chinese classrooms,and the implementation of task-driven teaching method in middle school classical Chinese classrooms is also conducive to improving the current situation of students’ low interest in learning classical Chinese,boring classical Chinese classrooms,and poor teaching effects of teachers.Therefore,the author hopes that through the research on this subject,it can inject some fresh blood into the current teaching methods of classical Chinese in junior middle school and also provide new ideas for Chinese teachers in preparing and teaching classical Chinese lessons.