Research On The Construction And Realistic Observation Of The Teaching Framework Of Classical Chinese In Primary Schools

Classical Chinese has an irreplaceable influence in inheriting traditional culture and training language thinking,and primary school is a crucial period for language development.In order to play the promoting role of classical Chinese in students’ learning and development,and to reflect the educational function of classical Chinese teaching,it should be emphasized from primary school onwards.One of the improvements of the Unified Edition textbook compared to previous textbooks is reflected in the significant increase in the purpose of classical Chinese texts.For primary school Chinese language teachers,they should be good at grasping these high-quality teaching resources and maximizing the advantages of textbook resources.Primary school students in classical Chinese teaching experience the influence of traditional classics,which promotes the accumulation of cultural knowledge,the improvement of literary literacy,and the cultivation of values and worldview.Therefore,it is necessary to conduct research on the teaching of classical Chinese in the middle and upper grades of primary school.This study mainly focuses on the selection of classical Chinese in the unified edition of primary school Chinese textbooks,based on curriculum standards,and according to the teaching requirements of relevant experts and scholars such as Wen Rumin,Chen Xianyun,and Wang Rongsheng,a framework for analyzing classical Chinese teaching in primary schools is constructed from four aspects: teaching objectives,teaching content,teaching process,and teaching evaluation;Secondly,guided by the curriculum standards and textbook writing concepts,combined with a teaching analysis framework,we will analyze and interpret the teaching of special level teachers from three aspects: the value pursuit of classical Chinese teaching by special level teachers,the interpretation of teaching examples,and the summary of excellent teaching experience.This not only demonstrates the feasibility of the teaching analysis framework,but also demonstrates that special level teachers can not only promote the implementation of relevant concepts but also transform them into abilities in specific teaching,Further summarize the leading demonstration and feasibility of its excellent teaching,in order to provide guidance and assistance to frontline teachers in their doubts about practice and implementation of concepts in specific teaching;Finally,based on the constructed teaching framework and the excellent teaching experience of top tier teachers,the teaching practice of frontline teachers is analyzed,and the actual situation of classical Chinese teaching on the current frontline is observed in practice.Taking S Primary School in Yining City as the survey object,the current situation of classical Chinese teaching was investigated through classroom observation and interviews.The causes of the problems were analyzed,and based on the analysis framework of classical Chinese teaching and the excellent teaching characteristics of special grade teachers,corresponding teaching strategies for classical Chinese in primary schools were proposed to improve the level and current situation of classical Chinese teaching,Provide actionable teaching suggestions for frontline Chinese language teachers.