Interpretation Of High School Literary Classics Research And Teaching

Chinese teaching in middle school,the literary classics occupy the majority. These literatureclassic works down from generations,is the nations precious spiritual wealth. For the sake ofone-sided pursuit of the so-called graduation rates,Chinese online and in the current middleschool language teaching. Chinese classes tend to highlight its instrumental,as even simplelanguage class,the result not only can not improve the quality of teaching,on the contrary makeChinese teaching to the moral education aesthetic intellectual education be badly affected. In thiskind of education students are not trained in their own unique experience and feelings,onlyworks for the mechanical analysis and problem solving skills of formulaic. So,again articles andbeauty of language,in the eyes of students all just be come to examination questions one byone.Through the mirror of literature can never be according to your own heart. This can not helpbut let us think again what the real meaning of education is. Therefore,in the Chinese teachingin middle school should also pay attention to and strengthen the literature teaching,it is todevelop student intelligence,to improve student aesthetic ability and comprehensive quality.This paper is divided into four parts altogether.The first part,points out the meaning of literary classics,characteristic,pointed out theimportance of literature teaching in middle school. Text,and the literature text and teaching andliterature teaching and general linguistics teaching,points out the difference as to grasp literatureclassic works on the connotation of the important position in the middle school Chinese teaching.The second part,first to introduce the questionnaire,ask what problem,the general situationof the answer，and then mainly to the current middle school teaching of literary classics universalexistence some questions,such as blindness stylized conceptions and the lack of teachers textcomprehension ability,etc,to make analysis of the causes and targeted.The third part,from the perspective of diachronic,comb the literature classic Zoo Pin readingcourse,throughout the course of grasp the text reading,present a classic work of literatureteaching is different from general Chinese teaching of reading way and method. In addition,theauthor in every part of a specific instance,specific to the interpretation of the same works ofdifferent periods,or the interpretation of different works in different periods,through concreteexamples of text interpretation for the interpretation of literary classics course provide theoreticalsupport.The fourth part,on the practical level and the teaching strategy put forward targetedconstructive Suggestions trying to apply the concept to the concrete teaching practice,to find aneffective way of teaching methods...