The Research And Practice On Effective Classical Chinese Teaching In Senior High School

High investment but low yield is the main contradiction of classical Chineseteaching in senior high schools. The researches and practice on the effective classicalChinese teaching cannot only help get through the “bottleneck” classical Chineseteaching and improve its efficiency, but develop students’ learning interest and theoverall quality of the mastery of classical Chinese.The thesis is divided into four parts. The first part is the introduction of theeffective classical Chinese teaching. It introduces the definition of effective teaching,and then combined with its application in classical Chinese teaching, the concept ofeffective teaching in classical Chinese and its three meanings are put forward: tofollow the objective law of classical Chinese for premise in both form and meaning;to improve the efficiency of classical Chinese teaching as the goal; to obtain thebenefit of classical Chinese teaching as a standards. To satisfy the need of basiccurriculum reform and the reality of classical Chinese teachings, there is a need ofresearches on effective classical Chinese teaching. The researches and practice ofeffective classical Chinese teaching are the key issues and important contents toadvance and deepen the new curriculum reform, therefore, the effective teaching canprovide students with a real and comprehensive development.The second part is about the primary factors impacting the validity of classicalChinese teaching in high schools. Causes of the inefficiency of classical Chineseteaching are very complex; a comprehensive analysis of the current situation ofclassical Chinese teaching in high schools is the premise to carry out the research oneffective classical Chinese teaching. In view of this, the author carried out aquestionnaire. Upon the analysis of the findings, the author draws three major reasonsfor students’ lack of interest in classical Chinese learning: the characteristics ofclassical Chinese, the improper methods of teaching and the insufficiency of students’understanding in classical Chinese learning.The third part refers to the effective teaching strategy in classical Chinese, whichis the focus of the thesis. Based on the high school language curriculum standards,with the concept of effective teaching, this thesis puts forward the correspondingstrategies to improve effectiveness in Chinese teaching in combination with the author’s own teaching practice and reflection: preparation strategies in classicalChinese teaching and implementation strategies. Preparation strategies is involved inestablishing teaching target scientifically and accurately, a comprehensive andsystematic analysis of students as well as effective preparation and handling ofmaterials and the flexible and proper selection of teaching method. Implementationstrategies are engaged in effective teaching, effective questioning and effectiveorganizations in discussion. On the basis of the author’s own teaching practice, thethesis gives specific, detailed examples in terms of the strategies in the hope ofmaking up for deficiencies in the theory and stimulating our contemporary writings inclassical Chinese teaching reform act.The fourth part is a discussion. One the one hand, some demands are providedfor Chinese teachers. Teachers play an important factor in ensuring theimplementation of the educational activities. Only when teachers constantly improvetheir own ability and accomplishment do they enhance classroom effectiveness inChinese teaching process on the basis of the actual situation. On the other hand, thethesis puts forward some views in terms of textbook compilation from threeaspects---adding introduction on dictionary use, a moderate increase in backgroundknowledge as well as drawing lessons from the practice of Taiwan.