A Study On The Effective Cohesion Of Classical Chinese Teaching In The Early High School

As an important part of Chinese teaching, writings in classical style teaching should embody integrity and systemic in the process of Chinese teaching in middle school. However, the current writings in classical style teaching in junior and high school is in a state of relative independence, fragmented, and without a united, progressive and systemetic overall planning and design. As a result, most teachers and students feel uncomfortable about the "disconnection" between junior and high school cohesion, which has a negative effect on the teaching and learning of writings in classical style and of Chinese in high school. This paper is intended to analyze the manifestation of "disconnection" in writings in classical style teaching between junior and high school, explore its main cause and put forward suggestions from different angles.This paper is divided into four parts:The first part is the definition of this research object and relevant concepts. In this chapter, "Sue version of teaching materials", "easy writings in classical style" and "cohesion" concept is defined. With systemetic theory and cognitive theory as the theoretical basis of the thesis study, it expounds the significance of the thesis research.The second part is the data statistics and analysis of the questionnaire. Through the survey of many schools, the questionnaires show students’ acquaintance of the writings in classical style in the early stage of high school, which provides the objective conditions in exploring the main causes of the phenomenon of "disconnection".The third part is to give an in-depth analysis of the causes of the phenomenon of "disconnection" in writings in classical style teaching between junior and high school, in differernt aspects such as course standard, teaching material writing, examination requirements and so on.The fourth part is for the implementation of the writings in classical style teaching cohesion. Pertinent suggestions are given from the national, provincial, ci ty, school, teacher, student angles, in order to solve the problem of the "disconnection” in writings in classical style between junior and high school teaching to some extent.