A Research On The Teaching Strategy Of Linguistics Knowledge In Ministry-edited Chinese Textbooks In Chinese Teaching In Junior Middle Schools

The unification of instrumentality and humanism is the basic characteristic of Chinese curriculum.Chinese is a subject to study and apply language.It is a tool of communication,thinking ability,lifelong learning and development.Chinese curricula not only aim to cultivate students’ humanistic quality,but also to cultivate students’ ability of language application.Therefore,Chinese education must take language as a tool.In the Ministry edition of junior high school Chinese textbooks which were officially put into use in 2018,the concept of linguistic knowledge was reintroduced into junior high school Chinese teaching through the knowledge supplement part set after the text.However,in the actual junior high school Chinese teaching,the instrumentality and humanism are often not valued.Teachers were not able to form a reasonable development and application of this module.The knowledge supplement part after class is often not fully developed or even ignored,and the actual teaching results are not satisfying.Therefore,it is of great significance to study the teaching strategies of linguistic knowledge in junior high school Chinese teaching,which can provide guidance for teaching practice.The thesis consists of five parts.The introduction part expounds the research significance of linguistic knowledge in practical Chinese teaching,sorts out the current research situation of linguistic teaching and states the research methods of this topic.The second chapter combs the changes of linguistic knowledge in the compilation of junior high school Chinese textbooks,and sorts out the content distribution and presentation characteristics of the linguistic knowledge cards of junior high school Chinese textbooks.The third chapter takes the students of Xiang Ming junior high school in Shanghai as the investigation object,and investigates the current situation of linguistic knowledge card teaching in junior high school Chinese teaching from the perspectives of cognition and behavior.Through the analysis and research of the data,the problems in linguistic teaching are found.In the fourth chapter,according to the problems found,the author puts forward suggestions from both teachers and students,explores the use strategies of teaching materials suitable for teaching,and uses teaching design to provide some help for front-line teaching.The conclusion briefly summarizes the research results and looks forward to the future research direction.