A Study On The Current Situation And Strategies Of Teaching Complex Sentence In Middle School Language

Teaching modern Chinese grammar has been a contentious topic in the field of Chinese education for a very long time.As a crucial component of grammar teaching,complex sentence teaching is also struggling with the same issue.Complex sentence is linguistic expression that incorporate logic and reasoning.Students in middle school who are in the formal operation stage are rapidly developing their logical thinking skills.Mastering complex sentence effectively well can improve their thinking ability.Based on these findings,this dissertation investigates the teaching of complex sentence in middle school Chinese teaching,examines the arrangement of complex sentence knowledge in middle school Chinese textbooks and the current situation of complex sentence teaching,and discusses teaching strategies for complex sentence in order to help students learn and use complex sentence correctly and enhance their language expression and thinking skills.The research topic for this dissertation is the understanding of complex sentence as taught in the unified edition of middle school Chinese textbooks.First,using the text analysis approach,this research investigates the teaching content,arrangement form,and type distribution of the knowledge of complex sentence in textbooks,and analyzes the advantages and disadvantages of this information.Its advantages lie in the combination of knowledge learning and application,and the examples are simple and easy to understand.On the other hand,a lack of pragmatic information and inadequate practice with difficult phrases are its key disadvantages.Secondly,this research investigates teachers and students using questionnaires and interviews in order to explore the issues that currently exist in complex sentence teaching.It then analyzes the situation of middle school Chinese teachers’ complex sentence teaching and students’ complex sentence learning,and assigns problems based on four factors: complex sentence knowledge structure,teaching materials,teachers,and students.Finally,based on the survey results,the strategies of complex sentence teaching are proposed.The survey results reveal that the current middle school Chinese complex sentence teaching has the following issues: from the perspective of the teachers,the main problem is the complex sentence teaching content is not uniform,the teaching objectives of complex sentence differ greatly from the teaching reality,the use of teaching materials is low and some teachers lack awareness of the necessity of teaching complex sentence and evaluation;from the perspective of the students,it is mainly manifested in their lack of enthusiasm in complex sentence learning,the limited application of complex sentence application,and the unfixed way of complex sentence learning.After analysis,the four main factors that contribute to complex sentence teaching issues are: the types of complex sentence are easily confused;the semantic relationship is complicated;the teaching materials lack specific exercises and learning objectives;the teachers’ grammar is poor;the teaching strategies are rigid;and the students lack direction and are afraid of difficulties.This research blends constructivism theory,task-based teaching theory,and "over-practice" concept of Leonard Bloomfield to propose solutions to improve complex sentence teaching in order to address the issues with the current complex sentence teaching.It suggests strategies for organizing teaching materials like defining learning objectives,enhancing pragmatic knowledge,and adding complex sentence exercises;recommendations are made for teachers to enhance the quality of complex sentence,use Chinese textbooks skillfully,and improve teaching techniques.It gives students learning tools include generating complex sentence teaching notes,using mind maps for self-reflection,and leveraging textbooks to clarify learning activities.