Research On Argumentative Classical Chinese Teaching In Junior High School From The Perspective Of Large Units

The teaching of argumentative classical Chinese is an important component of classical Chinese teaching,which plays an important role in exercising students’ logical thinking ability and improving their core Chinese literacy.Based on the influence of single teaching tradition,there are still some problems such as fragmentation of classical Chinese knowledge transfer,rigid teaching methods and solidification of teaching models in the current classical Chinese teaching of argumentation in middle schools.Applying the concept of large unit teaching to the teaching of argumentative classical Chinese in junior high school can help improve some of the problems currently existing in the teaching of argumentative classical Chinese,thereby improving the effectiveness of classroom teaching of argumentative classical Chinese and enhancing students’ core Chinese literacy.This article mainly adopts literature research,questionnaire survey,and interview methods to study the teaching of classical Chinese discourse in junior high school from the perspective of large units.The introduction mainly includes the research origin,significance,current status,research ideas and methods of this study.The main text is divided into four parts: The first part theoretically clarifies the basic concepts and related theoretical issues involved in this study.Define the concepts of "unit teaching","large unit teaching",and "argumentative classical Chinese",analyze the arrangement of argumentative classical Chinese in junior high school textbooks,the necessity and value of large unit teaching of argumentative classical Chinese.The second part is a practical survey,which aims to understand the current situation of classical Chinese teaching and large unit teaching through questionnaire surveys of students and interviews with teachers.It emphasizes the existing problems in current teaching and conducts attribution analysis.The third part provides strategies for teaching large units,analyzing the elements that make up the large units and discussing them in conjunction with specific argumentative classical Chinese texts.The fourth part is the practical results.Taking the teaching design of the classical Chinese unit of argumentation by the pre Qin philosophers as an example,combined with the survey results of the teaching status and the proposed design strategies in this study,a teaching case of the classical Chinese unit of argumentation in junior high school is designed,and the teaching value reflected in the case is analyzed.