The Teaching Of Classical Chinese In Middle School From The Perspective Of Schema Theory

After years of front-line summary of the observation and practice of teaching, the classical Chinese language teaching problems and confusion have been slowing down the speed of its reform. Although the quality-oriented education, as the core of a new round of education reform has been carried out in China amounted to more than ten years, it haven’t achieved significant improvements as the Contemporary Chinese Reading teaching and writing teaching. And with the gradual deepening of education reform, we find the way and goal of the education Reform confuse the majority of teachers. Because of the long-standing problems, it appears blind of classical Chinese teaching among part of the teachers, namely the disorder and panic of teaching method and teaching reform. The reform not only failed to ease the plight of wandering of classical Chinese language teaching, but also deepened the query of its Reform. However, as the schema theory involves, it appears self-improvement opportunities in the construction of the new methodology system of classical Chinese language.With schema theory involvement in Classical Chinese Teaching, an opportunity for self-improvement in the construction of the new methodology system appeared in Class ical Chinese Teaching. Classical Chinese Reading is the cognitive structure that student has, that is the old schema correlate and effect on the new knowledge in Classical Chine se, and it adjust, supplement, rich, revised the old schema to form a new pattern. Just as Piaget said the functional balance of a complex process that internal assimilation and co nform does.Classical Chinese Teaching is that teachers effectively inspire, guide and help stude nts activate minds schemas, and put the new knowledge into the existing knowledge str ucture to form a new schema, and complete the follow of new knowledge, so as to enco urage students to update and enrich the minds of the schemas better and faster. Thus, usi ng the schema theory to guide the teaching of Classical Chinese Teaching will have a po sitive effect on learning.This article consists of four parts:The first part, the author discusses the origin, the problem, current research situation at home and abroad, and several aspects of the introduction of the necessary instructions;The second part, it can condensed out of part public approach to solve the classical Chinese teaching problem from the aspects of schema theory, definition, historical development, and the problems in classical Chinese teaching, and from a macro point of view of the historical background.The third part, in this part, it mainly has a more detailed and in-depth discussion about the application of the schema theory in the classical Chinese teaching. On one hand, teachers can study or explore by the tools of specific schemata of teaching, class operational illustrations, and teaching feedback, which serves as the main substance; on the other hand, students can study or explore by the tools of preview schemata, class schema and feedback schemata, which serves as the center assist material.which in the analysis of classroom learning illustrated in under the guidance of Gagne learning theoretical results, we divide class learning schemata into verbal information learning icon, cognitive strategies learning icon and intelligence skill learning icon, attitude icon and motor skills learning icon.The fourth part, it is further illustrated the theory in teaching practice, which is still from the angel of dual subjects. And it is illustrated actual utility statement on the schema theory in the classical Chinese teaching...