Research On The Teaching Of Chinese Knowledge In High School

Language proficiency of language knowledge in the training process can not be ignored, it is the basis of language courses, guiding the sense of language generation, and training the language literacy of students. But over the past decade many disadvantages of language knowledge teaching have appeared because of "dilution knowledge teaching" ideological influence after the" New Curriculum" and examination-oriented education mode. In the current practice of language teaching, many teachers don’t know what knowledge language literacy is the most valuable to the students. They can not see the direct consequence of teaching knowledge. Based on the combination of previous theory and high school teaching practice, and contacting the language curriculum requirements, the paper re-examines the knowledge of high school language teaching, looking forward to improving awareness, promoting education, reforming status quo new inspiration and meaning. This paper studies the teaching situation of language knowledge in high school classroom. First, I analysis the current knowledge teaching situation of high school and through questionnaires and interviews I analysis the present situation of teachers and students. And then according to the survey, the paper reflects the language teaching problems of high school: blindness, randomness, and formal closure. In other words, poor high school language system construction, unclear high school textbook knowledge representation, syllabus and curriculum standards "poles apart", and teaching high school teachers ignoring knowledge are leading reasons for this situation. We need to explore a higher value of knowledge in high school during the formation of language proficiency and as the promotion of students’ understanding "as the purport of high school language teaching characteristics of knowledge, based on the reality of the teaching reform and practice Countermeasures enhance the practical significance of the study. The paper combines the author teaching practice of improvement strategies teaching high school language knowledge. This is the focus of the paper and is also the innovation. I believe that firstly high school language teachers should have " Chinese consciousness" and can’t follow immediate knowledge of teaching and then improve high school knowledge resources through classroom-based design and development. More importantly, effectively" classroom knowledge teaching "should be promoted to enhance teaching strategies. Firstly, the case study can be fine director, guiding teaching knowledge, and secondly, the teaching form of timely guidance of teachers and students to explore their own should be promoted, especially the "situational" teaching. Expect investigation these aspects of language knowledge can be of certain significance guiding high school teaching practice.