Efficient Chinese Teaching In Senior High School Based On Knowledge Category Theory

It's extremely necessary for teachers to teach Chinese language knowledge of. According to cognitive psychology theory, Chinese language knowledge can be divided into declarative knowledge, procedural knowledge and strategic knowledge; the division is beneficial for students to develop their Chinese language knowledge system and structure. The purpose of restructuration in the thesis is not breaking up the content or mechanically drilling in traditional teaching, but teaching Chinese more efficiently and scientifically according to different categories of language knowledge and students' psychology. The writer categorized the Chinese language knowledge required in the New Curriculum Standards for Senior Middle School and the Outline of College Entrance Examination. And it is found that most of the knowledge is static and declarative rather than being dynamic or procedural, let alone being strategic. Nevertheless, it is significant to identify and teach the procedural and strategic knowledge. In the past, researchers mostly focused on how to categorize knowledge of primary and junior middle school periods. The research was merely conducted on how to acquire procedural and strategic knowledge theoretically. In this paper, with literature review, case studies and surveys as the main research methods, senior middle school knowledge of languages were constructed and classified theoretically and practically and, based on college entrance exams notes and the New Curriculum Standards for Senior Middle School in their respective type, different teaching strategies were applied correspondingly hoping to get breakthrough on how to make students strive to obtain procedural and strategic knowledge.This thesis consists of four chapters. The first chapter focuses on exploring the generalized language knowledge of Chinese and the construction of Chinese knowledge in senior middle school period through looking into the current status and errors of Chinese teaching in senior middle school. Chapter Two deals with how to categorize language knowledge of Chinese in senior middle school period based on the theory of cognitive psychology and conducted the exploration and analysis on the knowledge in the Chinese teaching materials and College Entrance Examination Outline. The third chapter discusses the classified Chinese teaching strategy in senior middle school period from the theoretical and practical point of view. Chapter Four presents some teaching practice using Knowledge Category Method in the form of teaching cases, interviews and surveys, showing how teachers adopt different teaching methods to deal with different kinds of knowledge. In this way, the author makes it clear how teachers can help students acquire procedural knowledge and strategic knowledge and focus on learning to live, as a result of which teaching efficiency will hopefully be improved.