Research On The Current Situation And Teaching Strategies Of Chinese Classical Language Teaching In Senior Middle School

Classical Chinese teaching has always been an indispensable part of Chineselanguage teaching in senior middle school. Aiming to explore the teaching strategies,author of this essay did a survey among four top schools (Shaoguan No.1Senior MiddleSchool, GuangDong BeiJiang Middle School, Tin Ka Ping Middle School andShaoguan No.2Senior Middle School) in Shaoguan City. It consists of three parts.Part One raises several topics for which I decided my research orientation. First,the definition of classical Chinese, including its contents, characteristics, its durability,its conciseness but complicated meaning as well as its abstruse connotation.Second, the value of classical Chinese teaching in senior high schools, which canbe illustrated as follows: the importance illustrated in inheriting our Chinese culture,improving our Chinese language and its increasing percentage in Chinese languageteaching like its large share in the textbooks, in the teachers’ teaching schedules as wellas in the exams.And third, the literary review and the necessity of this research, including theliterary review, the features and significance of this research, and the researchapproaches applied.Part Two covers the overall survey and the analysis of the results. On the basis of aquestionnaire and the on-site researches in class, the author, after an analysis on theclassical Chinese teaching, finds surprisingly that the students are well aware of theimportance of it though, their seldom take interest in it, resulting in their reluctant andpassive learning, while the educators adopt diversified teaching concepts, teachingmethods as well as orientations. Besides, the over-idealized aims of classical Chineseteaching in high school are seriously detached from those of middle school. And worsestill, there is higher expectation between the students and the teachers.Part Three tends to explore some teaching strategies based on the analysis done in the previous part. First, setting appropriate teaching concept considering the knowledgesystem of the language, the teaching in daily life situations, the teaching practice andthe students-orientated principle. Second, identifying the teaching values and aims.Third, making sure that classroom teaching makes a direct effect on practice, whichincludes mastering the text thoroughly while explaining them with great ease, graspingthe every text on the whole and paying special attention to the correlation of theirthemes, focusing on the transition between junior and senior Chinese language teaching,making the teaching process interesting and close to our life. And finally, avoiding thesuperficial exploration and stick to the essence of language itself.