A Case Study Of Classical Chinese Masters From The Perspective Of "The Same Course Is Heterogeneous"

Classical Chinese is a very important part of Chinese teaching in junior middle school.The classical Chinese selected in Chinese textbooks are mostly excellent works left by ancient literati and are the broad and profound cultural carrier of the Chinese nation for 5,000 years.Learning classical Chinese can not only enable students to obtain rich language literacy,but also an important way to inherit Chinese culture,promote national spirit and improve national quality.However,from the current teaching situation,students ’ enthusiasm for learning classical Chinese is generally not high,and the teaching effect is not satisfactory.Famous Chinese teachers are recognized by the Chinese education community and can have a certain influence on Chinese educators.They have rich and unique educational and teaching concepts and form a distinct personality style in teaching practice.From the perspective of "heterogeneous classes," this paper makes a comparative study on the teaching cases of famous Chinese teachers,and makes a comparison from the three dimensions of " what to teach," " how to teach " and " the teaching effect achieved," summarizes the commonness and creativity of famous teachers,and then extracts the rules,which can provide reference for teachers to improve teaching,and achieve the purpose of improving teaching and improving professional quality.In view of this,based on the perspective of ’ heterogeneous classes ’,this paper takes the example of ’Sending Dongyang Horse to Students ’ taught by three famous teachers Hu Zhenye,Cao Wenbin and Yan Qiao as the point of view,focuses on the Chinese teaching classroom and Chinese education concept of famous teachers,takes their teaching examples as the main research content,follows the research idea of ’ case combing-common feature induction and difference analysis-case study enlightenment ’,and explores the commonness and creativity of the three famous teachers ’ teaching.The basic structure of the paper is as follows :The first chapter is the theoretical connotation and practical significance of ’ heterogeneous classes ’.This paper analyzes the relevant meaning of ’ heterogeneous class ’,expounds its basic categories,operation process and theoretical basis of teaching practice,and discusses the practical significance of ’ heterogeneous class ’ of famous teachers.The " heterogeneous classes " of famous teachers provide reference and comparison for the majority of front-line teachers,and effectively promote the exchange of ideas among participants.On this basis,the teaching presentation and different treatment of teaching materials can not only test the effectiveness of teaching methods,but also collide in multi-level and multi-directional exchanges,and promote the sustainable professional development of teachers and the diversified development of students.The second chapter is to elaborate the relevant background of the three famous Chinese teachers ’ " Sending Dongyang Ma Sheng Xu " lesson examples from the perspective of " heterogeneous classes," including the teaching concepts of the three famous teachers,the teaching information and basic processes of the three lessons,and the " Sending Dongyang Ma Sheng Xu " in different textbooks.The interpretation of the position,the selection of the reasons for the " Sending Dongyang Ma Sheng Xu," paves the way for the comparative study of the following.In addition,a comparative study of the three lessons is carried out from the aspects of commonality and individuality.The commonness is refined into two aspects : teaching methods and teaching strategies;personality is divided into three aspects : teaching goal,teaching process and teaching effect.In the use of teaching methods,the three famous teachers have implemented the concept of student-oriented,starting from the promotion of students ’ language development,using reading aloud to promote emotional understanding,using teaching method to correct the direction of learning;in the use of teaching strategies,the three famous teachers attach importance to learning,teach Chinese learning methods,and carefully set classroom questions;in terms of teaching objectives,the three famous teachers have different emphases on the combination of learning and teaching concepts;the personality of the teaching process is mainly reflected in the different ways and core links of the classroom;in terms of teaching effect,the classrooms of the three famous teachers have improved students ’ Chinese literacy from different aspects.In the third chapter,according to the content of the comparative study,the author extracts the enlightenment to the teaching of ’ sending Dongyang Ma Sheng Xu ’,the teaching of classical Chinese in junior middle school and the enlightenment to junior middle school Chinese teachers,so as to provide reference for the majority of Chinese teachers,so as to gradually improve the current situation of classical Chinese teaching in junior middle school.In terms of the enlightenment to the teaching of classical Chinese in junior high school,it emphasizes that reading is the basis to realize language construction,and learning is the orientation to realize cultural inheritance.In terms of enlightenment to junior middle school Chinese teachers,teachers are required to select teaching methods according to curriculum standards.At the same time,on the basis of enriching curriculum resources and promoting thinking,teachers should attach importance to classroom language and create a harmonious atmosphere in the classroom.