Research On Current Teaching Of Classical Chinese In Secondary Schools

Problems arising in teaching Classical Chinese are of primary importance, which include: monotony of teaching methodology, low efficiency, lack of interest on the students' part, and lack of motivation on the teachers' part. Many language educators and researchers have been exploring this field, and summarized some experience and lessons. Starting from the analysis of the status quo of teaching Classical Chinese, this thesis attempts to put forward some constructive suggestions in the light of the discussions of our predecessors.This research is based on the status quo and previous findings, and conditioned with relevant studies in education, psychology, and teaching theory of secondary Chinese; with the focus on current misconceptions and on the basis of exploring strategies it strives to make remarkable breakthroughs in both theory and practice.The first part of this paper analyses the status quo in such respects as teachers, students and textbooks. Part Two makes a comparative study of current teachings of Classical Chinese in different schools such as private schools, secondary schools in Taiwan and Hong Kong, and tries to draw some useful conclusions therefrom.The third part dedicates to find the causes behind problems, which include: unclear teaching and learning aims, psychological impact of popular culture on students, and inadequate cultivation of Classical Chinese of teachers.The final part is a close study of such current teaching strategies as recitation, preview and review, leading role of teachers, textbook reform, innovation of teaching methods, and reforming tests and evaluation, with the focus on recitation of Classical Chinese.