| Classical Chinese is the medium carrying excellent traditional culture and the crystallization of ancient wisdom.Learning classical Chinese enables students to understand the history of the motherland and inherit excellent traditional culture.Dialogue with ancient sages,learn excellent spiritual quality;Enrich knowledge reserve,improve their own cultural quality.Classical Chinese teaching plays an important role in Chinese teaching,and the study of classical Chinese in middle school plays a role of connecting the past and the future.However,in some rural middle schools in Weinan area,the teaching situation of classical Chinese is not optimistic.The first reason is that the content of classical Chinese is concise and profound,which makes some students afraid of difficulties.Second,classical Chinese teaching still adopts a "one-size-fits-all" mode,ignoring the differences among students,and most teachers only pay attention to excellent students in classical Chinese class,ignoring the learning needs and development of other students.More than 2,000 years ago,Confucius realized that there are differences in people’s qualifications.In order to achieve good results,students should be taught according to their aptitude.The Chinese Curriculum Standard for Compulsory Education also requires teachers to pay attention to individual differences of students and educate them in a way suitable for their development.Layered teaching is based on individual differences of students,based on students’ cognitive structure,ability level,knowledge base,interests and hobbies,and targeted at the learning needs of students at different levels,and strives to make students at all levels further develop on their original basis.The research on the hierarchical teaching strategy of classical Chinese in rural middle schools in Weinan area can provide theoretical guidance for schools and teachers to carry out hierarchical teaching activities of classical Chinese,help teachers to change the teaching ideas of classical Chinese,so that the teaching of classical Chinese can meet the needs of students and promote the development of students on the basis of respecting the differences of students.Taking hierarchical classical Chinese teaching in rural middle schools in Weinan area as the research object,this paper briefly discusses the theoretical knowledge related to hierarchical teaching and classical Chinese teaching in junior middle schools in Weinan area by using methods such as literature research,questionnaire survey and action research,and analyzes the feasibility and significance of hierarchical classical Chinese teaching in rural middle schools in Weinan area.At the same time,it investigates and analyzes the current situation of stratified classical Chinese teaching in three rural junior middle schools in Fuping County,Weinan City.It is found that there are some problems in stratified classical Chinese teaching,such as lack of scientific and reasonable planning,little practice,single stratified standard and not obvious effect.To solve these problems,combining the collected theoretical data and my own teaching experience,the author puts forward the implementation strategy of hierarchical teaching of classical Chinese in rural middle schools in Weinan area: pay attention to the differences of students,scientific dynamic stratification;Hierarchical setting of objectives to meet learning needs;Teach new courses in different layers to stimulate learning interest;Hierarchical assignment,effectively consolidate knowledge;Pay attention to stratified evaluation,encourage students to progress;Home and school work together to ensure effective implementation of stratification. |
