The Research On Learning Style Of Classical Chinese Of Middle School

Classical Chinese is one of the outstanding cultural achievements of the Chinese nation, the classical Chinese arts in Chinese Textbooks of middle schools are carefully selected from unitv of classical corpus. They are quality and beauty of their culture, emotion sincere, full of principle and interest, each one is worthy called classic. Always focus on the classical Chinese in middle school Chinese teaching, also is the difficulty. However, current situation of classical Chinese teaching in middle school is worrying: construe translation leading class, students’ learning interest is low, dull atmosphere in the classroom, both the efficiency and the quality of the classical Chinese teaching are very poor. Through the study of teaching record of classical Chinese we found most of these problems caused by the learning style: In the current, the learning way of classical Chinese in middle school is still acceptable style(receptive-style), the dominant position of the students is ignored, the initiative of students oppressed,the learning enthusiasm and initiative is dampened, eventually leding to the difficulties of classical Chinese teaching.This study takes the concept of New Curriculum Reform as the Guidance thought, to promote the transformation of classical Chinese learning, improve the quality and efficiency of classical Chinese teaching. The main contents of this paper can be divided into four parts:The first part: Using the method of literature review on the current situation of classical Chinese teaching in middle school, and defines the related concepts; By analysising the teaching record to study and summary the characteristics and limitations of the current middle school classical Chinese learning style, based on this study to determine the research idea and methods.The second part: Discusses the theoretical basis of transformation of classical Chinese learning style and real possibility;Defining the new learning style’concept (mainly refers to the independent learning, cooperation learning, and inquiry-based learning),illustrate the applicability of the new learning methods for the classical Chinese teaching and put forward proposals for transformation of the mode of classical Chinese learning. The third part: Teaching case analysis, combining excellent lesson example, from the accumulation of the classical teaching, teaching classical understanding, appreciation of classical teaching these three aspects to show Changes in the approach to classical Chinese learning.The purpose is to providing a valuable example of classical Chinese teaching for teachers.The fourth part: Review of the text, summarizes the views;Point out the unresolved problems and limitations of this study.