A Study On Teaching Strategies Of "Speculative Reading And Expression" Learning Task Group In High School Classical Chinese

With the development and progress of the times,people are increasingly aware that language teaching requires not only intuitive and figurative thinking,but also rational thinking.Therefore,in the 2017 GCSE Language Curriculum,we have proposed a cluster of "critical reading and expression" learning tasks to promote the development of students’ logical thinking and rational thinking.The traditional teaching of literary texts emphasises the interpretation of words and the translation of sentences,focusing mainly on the rote memorisation of general knowledge of the language and neglecting the development of students’ rational thinking.However,in the new context,it is even more important to strengthen the link between the teaching of literary texts and discursive reading and expression.In view of this,this paper seeks to explore new strategies for teaching literary texts from the perspective of discursive reading and expression,with a view to providing theoretical support for teaching literary texts with discursive reading and expression in high schools.The paper consists of an introduction,four main chapters and a concluding statement.The first part,the introduction,focuses on the origins of the thesis,the current state of the research,the methodology and significance of the research,while also defining the core concepts of the thesis on the basis of the current state of the research.The second part is the body of the thesis,which is divided into four chapters: the first chapter focuses on the necessity and feasibility of implementing "discursive reading and expression" based on high school literary teaching,as well as the principles that should be taken into account in implementing this learning task group.Chapter 2 focuses on a questionnaire survey on the current state of implementation of literary language teaching in senior secondary schools..Further,through the analysis of the survey data,it points out that there are problems such as outdated teaching concepts,disconnected teaching objectives and solidified students’ thinking in the current teaching of high school literary languages,and analyses the causes of these problems,so as to point out the direction for further proposing teaching strategies to optimise these problems.Chapter 3 seeks to propose strategies for optimising the teaching and learning of high school literary texts from the perspective of the ’discursive reading and expression’ learning task group.The strategy consists of the following steps: First,changing the concept of teaching and learning to raise the awareness of discursive thinking in the language.Secondly,the teaching methods are changed to create an atmosphere of literary discernment.Thirdly,innovative teaching methods are used to enhance the ability of literary discourse.Fourth,carry out thinking and discursive activities to strengthen thinking and expression.Chapter 4 focuses on the validation of the teaching strategies of discursive reading and expression in high school literary texts proposed in this paper at the practical level.In this chapter,the author selects the "A Fan Gong Fu" and "The Six Kingdoms" from the compulsory second volume of the Unified Book of High School Languages for the design of teaching discursive reading and expression-based literary texts,then tests the feasibility of this teaching design through teaching practice,and finally reflects on the problems encountered in teaching practice.Finally,in the concluding remarks,it is pointed out that research on the teaching of "critical reading and expression" in high school literary texts is still at a stage of improvement and therefore needs to be further studied and improved in teaching practice.