| Classical Chinese teaching is an important component of high school Chinese teaching content.In the current high school Chinese classroom,the conventional teaching mode of classical Chinese is that teachers first lead students to sort out key classical Chinese words word by word,sentence by sentence,so that students can sort out the entire text while mastering basic knowledge.Then,a brief analysis of the writing purpose and content theme of classical Chinese is conducted,and corresponding after-school exercises are conducted.This teaching mode is easy to get started and easy to operate,but it can easily lead to dull and boring classrooms,making it difficult to achieve good teaching results.The ancients had a standardized awareness of literary style in their writing,but in traditional classical Chinese teaching,teachers often overlooked the knowledge of literary style and lacked the awareness of researching texts.Moreover,the depth of research was insufficient,and the ability to update teaching models was not strong,resulting in poor teaching effectiveness in classical Chinese.Based on this,this article believes that using knowledge of ancient literary styles to carry out high school classical Chinese teaching,achieving a combination of "classical Chinese","article","literature",and "culture",is beneficial for students to improve their reading and appreciation abilities,enhance their expression and communication abilities,cultivate their ability to organize and explore,and enhance their comprehensive Chinese literacy.At the same time,combined with specific examples,preliminary exploration and research were conducted on how to cultivate students’ comprehensive language application ability in classical Chinese teaching,hoping to bring some new teaching ideas to Chinese researchers and frontline teachers.The full text can be summarized as follows:The introduction section of the first chapter clarifies the reason for the topic selection of this paper,and summarizes the current research status of high school classical Chinese teaching in the unified edition from four aspects: ancient style theory,classical Chinese style teaching theory,high school classical Chinese style teaching content,and high school classical Chinese style teaching strategies,outlining the research significance and methods.The second chapter mainly provides an overview of the high school classical Chinese style based on ancient stylistics.The first section starts from the concept of "literary style",outlines the classification of ancient literary styles,and sorts out the basic types of ancient stylistics.The second section outlines the development and evolution of ancient stylistics.The third section establishes the principle of stylistic division based on the selection of the unified edition of high school Chinese textbooks.The fourth section summarizes the stylistic characteristics of classical Chinese texts based on their stylistic classification.Chapter 3 clarifies the necessity of using ancient literary knowledge to carry out teaching of classical Chinese in high school.The first section elucidates the necessity of ancient stylistics through its inherent connection with the teaching of classical Chinese in high schools.The second section points out that promoting teaching through style is one of the innovative teaching models.The third section discusses the necessity from the perspective of facilitating students’ understanding of the content of the article.Chapter 4 investigates and analyzes the current situation of classical Chinese teaching in high school.Mainly through questionnaire survey and classroom observation methods,this study investigates and analyzes the awareness,cognition,and teaching situation of students and teachers in terms of literary style,revealing the existing problems,in order to gain a deeper understanding of the importance of literary style teaching and develop teaching strategies.Chapter 5 mainly proposes teaching strategies based on the characteristics of ancient literary styles to address the current problems in classical Chinese teaching in high schools.Firstly,identify poses and design teaching.Secondly,through the teaching of genre classification through group reading,comparative reading is conducted on articles of different genres.Finally,apply stylistic knowledge and strengthen writing practice.Propose specific strategies and suggestions from the above three aspects.Chapter 6 is the conclusion.Summarize the main research issues of the entire text,emphasize the necessity of integrating ancient stylistic knowledge into high school classical Chinese teaching,and further point out the issues that need to be explored and studied in the future. |
