The Rhetoric Teaching Of The Chinese Teaching In High School

This thesis, according to the current rhetoric problems in the Chinese teaching, discusses three issues of rhetoric teaching in the Chinese teaching of high school in the following three aspects. SECTION 1Discuss the status and function of rhetoric in the Chinese teaching of high school as well as their close relationship from the connection of rhetoric and the Chinese teaching: Rhetoric and the Chinese teaching, serve the current Chinese as their common target; they have the coherent requirement in the language application; they also follow, adapt to and promote the development of language; it is necessary to grasp the rule of rhetoric in the language education of the Chinese teaching. The trend of Chinese teaching development is "rhetoric and stylistics " through the confirmation of their relationships. SECTION 2The considerations, according the Rhetoric teaching reality, have been done. At present, teachers generally focus on the explanation and identification of figures of speech whilst neglecting the essentials of rhetoric in a certain extent while teaching rhetoric to students; without the training of language application and taste of artistic language, the rhetoric knowledge which originally serves language communication and art become starch, the rhetoric technique which originally serves language application become difficult or even unable to be handled; the rhetoric teaching method which originally run through the listening, speaking, reading and writing training course is limited to the narration of figures of speech, which make the rhetoric training too simple and formulaic. SECTION 3The suggestions: improvement should be made on the foundation of present rhetoric teaching as follows: define the teaching value clearly and grasp theessentials of rhetoric accurately; improve the ability of the language application and taste of artistic language in rhetoric teaching course; through the rhetoric teaching, reach the final goal-exploit the logical thinking. More discussions are available for the suggestions above which are just reference.The foreword in front of the section 1, mainly relating to cause, aim and meaning of the subject selection, serves the Chinese teaching in order to incarnate the humanistic and artistic charm of rhetoric teaching entirely. The epilogue, after the sections, is the conclusion and sense of the author.