Research On The Classical Chinese Teaching Of Discourse In Junior Middle School Based On The Learning Task Group Of "Speculative Reading And Expression"

Discourse classical Chinese plays an irreplaceable role in training students’ critical thinking ability and improving students’ logical thinking and cultural accomplishment.In the teaching of classical Chinese in junior middle school,the teaching of discourse is one of the more difficult ones in the teaching of classical Chinese.At present,the teaching status of discourse is not optimistic,mainly reflected in the teaching of style,no emphasis on thinking.Chinese Curriculum Standards for Compulsory Education(2022 Edition)was officially released in April 2022.The plan lists "thinking ability" as an important aspect of the core quality of Chinese curriculum,and puts forward the learning task group of "dialectical reading and expression".How to implement the requirements of the new curriculum standard and how to implement it into teaching practice is a very challenging work for the majority of front-line teachers.Based on the section on thinking ability,speculative reading and expression in the new curriculum Standard for 2022 edition,this paper adopts research methods such as literature analysis,questionnaire survey and case analysis,focusing on selected texts of discourse classical Chinese in Chinese textbooks for junior middle school,and investigates and analyzes the current teaching situation of discourse classical Chinese in junior middle school.According to the survey results,This paper discusses how to improve students’ thinking ability in classical Chinese teaching of discourse.The introduction includes four parts: the origin of the topic,research significance,research methods and literature review.In addition to the introduction,this paper mainly studies from the following four parts:The first chapter defines the concept of discourse classical Chinese and the learning task group of "speculative reading and expression",clarifies the connotation of "discourse" and "speculative thinking",and sorts out the selected discourse classical Chinese texts in the unified edition of junior middle school Chinese textbooks under the learning task group.The second chapter is the investigation and analysis of the current situation of classical Chinese teaching of discourse in junior middle school.In this paper,students questionnaire method and teachers interview method are used to carry out investigations,social science statistical software(SPSS)is used to conduct statistical analysis of the collected data,to explore the problems and causes of the teaching of classical Chinese in junior middle school discourse,and to provide a realistic basis for the subsequent research.The third chapter mainly aims at the existing problems and their causes,and probes into the teaching strategies of middle school Chinese discourse in the perspective of "speculative reading and expression" learning task group from five dimensions,including teaching objectives,teaching content,teaching methods,teaching process and teaching evaluation,and puts forward five strategies: teaching objectives respect rational spirit;Teaching content connects logic knowledge;Teaching methods pay attention to scientific and effective;Teaching process guidance project learning;Teaching evaluation points to thinking process.In the fourth chapter,from the three aspects of teaching interpretation,teaching design and teaching reflection,the article of "Wealth can not be adultery" is analyzed by specific teaching examples,so as to verify whether the proposed teaching strategies can be properly applied to the real teaching situation.