Research On Classical Chinese Grammar Teaching In Senior High School From The Perspective Of Deep Learning

The Chinese Curriculum Standards for Ordinary High School(2017Edition,2020 revision)put forward four core qualities.Language construction and application,as the first core quality to be achieved by students,is the source and foundation of Chinese learning.The study of classical Chinese grammar is an important part of language construction and application.It can help students understand the rules of ancient Chinese language organization and improve students’ ability of language organization and application,which is of great significance for the inheritance of ancient traditional culture.The educational concept of "deep learning" emphasizes the breadth and depth of knowledge learning,and pays attention to the cultivation of students’ ability to transfer and create,which is an effective way to achieve the core quality of Chinese.From the perspective of deep learning,the teaching of classical Chinese grammar in high school aims to stimulate students’ interest in learning classical Chinese grammar,cultivate students’ consciousness of solving problems independently,promote students to construct knowledge system of classical Chinese grammar,improve students’ transfer and application ability and advanced thinking ability,so as to achieve deep and effective classical Chinese grammar learning.Through questionnaire survey,teacher interview,classroom observation and other forms,this study investigated the current situation of classical Chinese grammar teaching in high school.According to the analysis of the statistical results,there are the following problems in the teaching of classical Chinese grammar in high school:first,teachers have serious homogeneity in the teaching methods of classical Chinese grammar,single teaching methods lead to students’ low interest in learning grammar;Secondly,some teachers are not familiar with the teaching materials,so the teaching design of classical Chinese grammar is not coherent,and students’ transfer ability is low.Thirdly,teachers’ goal design of classical Chinese grammar is often superficial,which makes it difficult for students to develop their critical consciousness.Finally,the current teaching content still tends to be utilitarian,which makes students’ grasp of grammar situation worrying.According to the author’s analysis,the main reasons for these phenomena are as follows: students’ dominant position is not fully reflected,the annotations after class of classical Chinese grammar still need to be perfected,the cultivation of high-level thinking is ignored in classical Chinese class,and some teachers’ teaching concepts are not updated.Based on the above survey results of the current situation of classical Chinese grammar teaching in high school,combined with the four characteristics of deep learning,which are oriented by intrinsic motivation of students,constructing a systematic knowledge system,solving problems through knowledge transfer,and aiming at developing higher-order thinking,this study puts forward the teaching strategy of optimizing classical Chinese grammar in high school,and according to these teaching strategies,Taking function word teaching as an example,teaching design is carried out.In the teaching design,efforts are made to create grammar learning situations for students,stimulate their intrinsic motivation,increase the systematic explanation of function word knowledge,help students construct a complete function word knowledge system,and improve their transfer and application ability and higher-order thinking ability.In order to improve the low efficiency and shallow teaching status of classical Chinese grammar teaching in high school to a certain extent,promote students’ deep understanding and deep thinking,and cultivate students’ ability of language construction and application.