An Examination Of The Teaching Transition In Classical Chinese From Middle School To High School

Not only is Classical Chinese the jewellery on the crown of the Chinese culture, it is also a bright star among the sky of languages. The teaching of Classical Chinese, therefore, plays a crucial role in Chinese teaching. Presently, the vast differences between middle school and high school Classical Chinese lessons in terms of teaching content and the methods of teaching and studying have caused the teaching of Classical Chinese to lack systematicness and orderliness.This thesis begins by analysing the current status of the transition of Classical Chinese teaching from middle school to high school. The causes of the knowledge gap between the two stages are then evaluated based on related theories in constructivism and cognitive structure. The layouts of key points of Classical Chinese lessons in middle school and high school are respectively presented, and consequently examined, on the purpose of finding out the possible ways of linking the two stages of learning and closing the knowledge gap. After studying relevant documents and reflecting on my own teaching experience, I intend to make the following humble suggestions.Middle School Teaching:group and associate text contents by author, style, and theme;associate grammar knowledge via new vocabulary and sentences;break the traditional boundary between lessons to try new ways of teaching such as teaching by theme and teaching by comparison.High School Teaching:establish the linkage of knowledge by revising and re-exploring learnt content;lower the starting point, allow students to gradually grow to a new level by knowledge accumulation, and ensure a smooth transition of teaching style.This essay will especially focus on middle school Classical Chinese teaching to solve the problem of transition from the bottom up. Middle school and high school Chinese teachers should communicate more frequently. They should also examine and compare respective teaching requirements and learning standards to achieve better understandings of the different features of Classical Chinese teaching in middle school and high school. In this way, through the blending of old and new knowledge and the exchange of teaching methods, Chinese teachers will be able to realize a successful transition between the two stages, thus optimizing the effect of Classical Chinese lessons.