Context-based Research On The Teaching Of Close Reading Of Chinese Texts In High School

As my country pays more and more attention to the education of traditional Chinese culture,it is particularly important to inherit and carry forward the excellent traditional culture.This is not only the requirement of the new curriculum standard,but also the need to enhance the sense of identity and pride in the Chinese culture.Classical classical Chinese is an important carrier of Chinese excellent traditional culture,and the proportion of classical Chinese classics selected into high school Chinese textbooks is also increasing.Therefore,learning classical Chinese is an indispensable part of inheriting culture.However,in the current stage of Chinese language teaching in senior high schools,some high schools have problems such as formalized careful reading,learning out of a specific context,and lack of student participation.Taking this as the starting point,this paper has a preliminary understanding of the current situation of context-based text reading in senior Chinese through questionnaires and classroom observations,analyzes the causes of problems in the current teaching situation,and puts forward corresponding teaching strategies.This paper is divided into introduction,body and conclusion.The introduction mainly clarifies the origin,purpose and significance of the research,the research status at home and abroad,and the way of thinking.The text mainly includes three chapters.The first chapter is about the definition of core concepts.In this chapter,it analyzes the relevance of context and text reading,and the basis for the application of text reading in high school Chinese.And it demonstrates in detail the necessity and practical value of the context-based text reading in high school Chinese.The second chapter investigates the current situation of Chinese language and text reading teaching based on context,and introduces the compilation of teacher-student questionnaires from three aspects: the purpose of the investigation,the division of content and the selection of objects.By analyzing the responses of teachers’ papers and students’ papers,the problems existing in the study of classical Chinese text reading teaching in the schools under investigation are extracted from the perspective of context.,centering on the three major reasons for the interpretation of the test center,"the teacher-led context and the creation of careful reading,and the low degree of student participation".The third chapter is about how to carry out the teaching implementation of text reading in high school Chinese based on the context.The first is to carefully read the language in the context,and through the scrutiny and comparison of the context,to appreciate the subtlety of word choice and sentence construction in classical Chinese.The second is to appreciate the structure in the context,in-depth reading of the ingenuity of the text in a specific context.The third is to read the content of the text carefully in the context,and combine the context to comprehend the connection and blank space of the text,and feel the unique charm of classical Chinese.Finally,activate the experience in the context,be in the context,build a bridge to dialogue with the text,characters and authors,and feel the profound meaning of the text through personal experience.The conclusion is an elaboration of the matters that should be paid attention to when reading the texts of high school Chinese based on the context,as well as clarifying some of its own shortcomings and the direction of future efforts.