Junior Middle School Classical Chinese Rhetoric Teaching Research

As one of the carriers of excellent traditional culture in ancient China,classical Chinese carries the deepest spiritual pursuit of the Chinese nation.Rhetoric is the adjustment and application of language,aiming at pursuing the ideal expression effect.It can build a bridge between language and text,and is an important tool for students to understand and appreciate language art.China ’s rhetoric has a long history of development,and there are countless rhetorical phenomena in Chinese traditional literary works.Classical Chinese,as a classic of ancient Chinese excellent literature,is compiled into junior high school textbooks.The rhetorical phenomena contained therein are the essence of junior high school rhetoric teaching and are worthy of students ’ in-depth study.Rhetoric teaching plays a vital role in the process of comprehensively improving students ’ core literacy.Throughout the existing research on Chinese rhetoric teaching,the number of research on classical Chinese rhetoric is insufficient and lacks systematicness.Therefore,this paper takes the rhetoric methods used in the classical Chinese of the unified edition of junior middle school Chinese textbooks as the research object.Through questionnaire survey and case analysis,the problems existing in the rhetoric teaching of junior middle school classical Chinese are obtained and the reasons are analyzed,and the teaching strategies of classical Chinese rhetoric are put forward.There are three main parts in the research of classical Chinese rhetoric teaching in junior middle school.The first part mainly introduces the value of rhetoric and the importance of rhetoric teaching in junior high school,and makes statistics on the distribution and classification of classical Chinese rhetoric in textbooks.Textbooks are an important carrier for the implementation of Chinese curriculum content.Understanding the distribution of rhetorical content in textbooks is the premise of carrying out rhetoric teaching in junior high school.Appendix 3 of the curriculum standard stipulates eight " common rhetorical devices." The first part divides the eight rhetorical devices into three types,which echoes the different teaching methods designed for the three types of rhetorical devices in the subsequent third part.The first part lays the foundation for the following problem analysis and solution.In the second part,through questionnaire survey and analysis of teaching records,it is concluded that there are some problems in the teaching of classical Chinese rhetoric in junior high school,such as teachers ’ insufficient attention to classical Chinese rhetoric,single knowledge reserve,vague teaching design and monotonous teaching methods.In the third part,the basic solutions to the above problems are given,which is the focus of the paper and the core of the discussion.Firstly,aiming at the problem of insufficient attention of teachers,it is advocated to change teachers ’ ideas and attach importance to rhetoric teaching by understanding the rich cultural connotation contained in rhetoric and studying curriculum standards.Secondly,it advocates that teachers should improve their theoretical literacy,enrich their rhetorical knowledge reserve and solve the problem of single knowledge reserve by reading rhetoric teaching and classical Chinese appreciation books.Only when the above two problems are solved can we study the teaching materials,carefully design the teaching plan,and solve the problem of vague teaching design of classical Chinese rhetoric.Finally,enrich the methods,overcome the shortcomings of monotonous teaching methods,and establish an efficient classroom.