An Analysis Of The Tragic Works In Senior Chinese Textbooks And Teaching Strategies

With the development of society, the goal-oriented education gradually exposed intellectual narrow, single teaching method, hinder personality development, teachers and overburdened single evaluation methods and many other disadvantages, especially in the language subjects, too much emphasis on traditional knowledge and teaching language classroom tool makes losing the beauty and vitality, become dull, lifeless. Therefore, language education needs to change. "Ordinary high school language curriculum standards" experiment draft preface enacted in 2003:high school language courses to promote student development, so that all high school students should have obtained language literacy, respect for different development tendency of students to cultivate multifaceted personality talent. This gives us the direction of reform, language education must focus on people’s lifelong development, fully tap the deep cultural connotation of language courses, language courses subtly influenced attention to the role of infection.Tragic works contains a profound ideological content can enrich students’spiritual world, cultivate the students’sentiments and will. Senior Chinese Textbook Tragedy amount of money works, from the "Book of Songs · Meng" to "big weir river-my nanny" from "Hamlet" to "Old Man", an eclectic mix of ancient and modern classics, big about 30% of the total number of selected text materials. In recent years, more and more attention to teaching and research scholars tragic works, but also draw a lot of valuable research results, but unfortunately, existing studies tend to ignore the definition of tragic works, but also how advanced teaching philosophy, teaching methods applied to the work of teaching in this tragic problem is rarely talked about. Therefore, this article will focus on the significant issues discussed above,This study is divided into five sections:Part Ⅰ:Introduction. The main study describes the origin and significance of this paper, and on this basis the status of research on teaching methods make the tragic works are reviewed and summarized.Part Ⅱ:theoretical explanations. First retrospective from both Western and Eastern tragedy theory of historical development, then explained the tragedy focused on the aesthetic sense, the distinction between the work and the works of tragedy tragic elements in the strict sense, as the theoretical groundwork for the following discussion.Part Ⅲ:Table of Contents combing high school language textbooks tragedies, the type of division and educational value. In the table of contents with a number of aspects of carding statistics, in tabular form showing the tragic works objectively high school language teaching in the proportion of selected text, demonstrated the importance of teaching tragic works. In the classification, first of all, according to the tragedies describe different objects, into a hero tragedy, the tragedy of ordinary people. Secondly, according to the care of different cultures, political tragedy into awareness, awareness of historical tragedy, the tragic nature of consciousness; finally, depending on the aesthetic object into human tragedy, the tragedy of objects, natural tragedy. In terms of educational value, we believe that work can help students learn the tragic emotion purify and improve their quality will face difficulties, and help them to establish a correct spiritual tragedy.Part Ⅳ:teaching strategies. Focus on middle school language teaching and practice strategies tragic theme works, which are the best value and practical significance of this study is heavy and difficult, mainly from the following two aspects:The first, teaching philosophy tragedy works. The experiential, interactive teaching, teaching philosophy and tragedy combined with advanced teaching philosophy to guide the evaluation of teaching tragic works. Second, teaching case design. Language is a very practical subject, effective classroom practice is an important way to cultivate students’ language ability, so this part of the high school language textbooks for a typical three tragic works teaching cases designed specifically aimed at the first Section four chapters of the teaching practice teaching philosophy and tragic works combined order and the majority language teachers to explore effective ways of teaching tragic works.Part Ⅴ:Conclusion. Summarize the value and results of this paper.