Research On Deep Learning Of Classical Chinese In Junior Middle School Students Of Y Middle School In Pingdu

Classical Chinese is the crystallization of the wisdom of the Chinese nation,which contains rich aesthetic taste and humanistic spirit.Learning classical Chinese is an essential tool for junior high school students to inherit Chinese excellent traditional culture,improve their cultural literacy and establish cultural confidence.However,the current situation of classical Chinese learning in junior high school students is not optimistic.As a hot topic in education,Deep learning can effectively improve the poor situation of classical Chinese learning in junior high school students and promote the development of students’ core literacy in Chinese.Therefore,this paper combines the theory of Deep learning with classical Chinese learning of junior high school students.This paper takes the students and Chinese teachers in the third-grade of Y middle school in Pingdu as the survey object,the questionnaire survey method was conducted to investigate the current situation of Deep learning in classical Chinese for junior high school students,and interview and classroom observation were utilized to supplement the findings,so as to increase the credibility of this paper.Based on the investigation,this paper identified the existing problems and causes of students’ Deep learning of classical Chinese in Pingdu Y middle school,and proposed several implementation strategies to address these issues.This paper consists of the following parts :Introduction: This part first expounds the reasons for the topic selection,and defines related concepts;secondly,relevant literature is organized and summarized,followed by further analysis of these research materials to form the research status;finally,the research design of this paper is introduced.Chapter 1: Using the questionnaire survey method,this chapter investigates Deep learning of classical Chinese among junior high school students.The design of the survey questionnaire refers to the five dimensions that Deep learning is different from shallow learning: learning motivation,learning methods,learning content,learning process,and learning outcomes.At the same time,the interview method was used to investigate the Chinese teachers from the two aspects: students’ performance in classical Chinese learning and teachers’ performance in classical Chinese teaching.Finally,the survey results are analyzed and summarized.Chapter 2: According to the student questionnaires,teacher interviews and classroom observations,this chapter summarizes the problems existing in the study of classical Chinese in Pingdu Y middle school under the framework of Deep learning: Firstly,students lack deep motivation,and their interest and enthusiasm for learning classical Chinese are relatively low;Secondly,learning classical Chinese mainly focuses on surface knowledge,and students lack the mastery of the core of knowledge;Thirdly,classical Chinese learning is mainly based on information processing,and students lack personal experience of knowledge.Fourthly,students have insufficient application of higher-order thinking such as integration,criticism and creativity;Fifthly,students lack the ability to transfer and apply their knowledge of classical Chinese.And from the student factors,teachers’ teaching factors,classical Chinese factors and social factors,this paper analyzes the causes of the problems in Deep Learning of classical Chinese of Y middle school students in pingdu.Chapter 3: To address the above problems,this study proposed several implementation strategies based on Deep learning theory: first,to induce interest and enthusiasm in classical Chinese learning through positive emotional factors;second,to accurately grasp the knowledge core of classical Chinese through multiple methods;third,to experience the aesthetic style of classical Chinese in the learning context;fourth,to apply integrative thinking and construct a knowledge system of classical Chinese;fifth,to optimize problem design and enhance critical and creative thinking;sixth,to promote migration and adhere to the practice orientation.Finally,it is the conclusion,reference,appendix and so on.