| Classic Chinese teaching in high school has always been the key and difficult points, which has long plagued teachers and students suffer unspeakably. Since the revolutions of new course, there are new explorations in terms of classic Chinese teaching with achievement. However, there are still problems which cannot be ignored remaining to be solved. Most of teachers adopt traditional expository teaching and they always talk volubly about notional word, function word, translation of key words and sentence. What’s more, students still depend on cramming, and their motivation has not been fully ignited. A dazzling array of students hold the idea that it is not necessary to learn classic Chinese, and their grades are low as a result. The lack of interest is the most important reason for low efficiency. Therefore, a new teaching method is in urgent need to change the low efficiency of classic Chinese teaching.Under the context of new course, Wu Hong has designed ’Research on Special Subject Teaching’ based on continuous exploration and practice, which takes one person or one typical classic in the teaching materials, combing relevant reading materials so as to guide carry out independent analysis and form Chinese teaching activities with their own ideas. This kind of teaching can be regarded as an integration of classic reading, monographic study, reading & writing which embrace language and meaning as well as spirit and language. His monographic study takes his workshop and online blog as research base, which carrying out ’Home’ Chinese teaching practice as the platform. There are 28 topics, including classic Chinese. Wu carries out teaching directly based on special topics, and he takes students as the main bodies, incorporating independent, cooperative and inquiry learning styles into special topic teaching. There are extensive reading materials for special topics and students sharpen their ability of thinking through material handling, and analysis based on continuous reading, pondering and studying. Through this, they form unique perspectives and their own knowledge system. Subject teaching mainly aims to cultivate student’s ability to carry out independent thinking and dare to release unique thoughts so as to truly establish problem awareness, research awareness and critical consciousness, develop the height, depth and width of thoughts. What’s more, he tries unremitting efforts to create fundamental change in terms of knowledge accumulation, ability cultivation, and thoughts as well as the cultivation of emotion, attitude, and values. His subject teaching in terms of classic Chinese breaks the traditional teaching mode, which realizes the transformation from individual teaching to subject teaching. Therefore, he makes us see glimmers of hope under low-efficiency teaching condition and provides new paradigms for classic Chinese teaching in high school.This paper takes Wu Hong’s subject teaching as research objects based on course innovation, which mainly researches on subject teaching in Wu Hong’s classic Chinese teaching, combing standards of new course and concrete learning conditions to come up with the following ideas.This paper can be divided into three parts:introduction, main body and conclusion and the main body is composed of four chapters.The introduction part mainly discusses the research origin, literature review, research approaches, research value and meaning. It elaborates the reason of choosing such as topic from the perspectives of the current condition of classic Chinese teaching in high school, renaissance of classic Chinese and teaching theories. In addition, this paper mainly adopts documentary analysis and case analysis method to discuss the value and meaning of subject teaching. Besides, this paper also adopts simple reviews of classic Chinese and subject teaching.The first part elaborates subject teaching and gives a definition to the subject, subject learning and teaching so as to discuss the value of the basis and value of subject teaching.The second part elaborates Wu Hong’s subject teaching from the perspectives of teaching contents, subject teaching composition, operation process, features.The third part carries out explanation on Wu Hong’s subject teaching as well as its teaching contents and principles which takes Confucian Analects and two classic Chinese topics written by Wang Anshi as examples. In terms of analysis of Confucian Analects, this paper analyzes from the perspective of material preparation and mental preparation, specifically from reading, researching, writing, commenting and debating. In terms of analysis of Wang Anshi’s topics, this paper analyzes from the determination of subjects, teaching subjects, teaching materials, guidance and learning process.The fourth part is about the introspection. The value of Wu Hong’s classic Chinese teaching is beyond doubt. Yet there are also some problems remaining to be solved, mainly including three aspects:Firstly, it is too professional, which neglects the study of basic knowledge; secondly, the teaching contents are limited and students’horizon shall be shallow; thirdly it needs a lot of time and energy to learn which shall affect the learning of other subjects.The conclusion part summarizes the whole paper, which highlights the meaning of Wu Hong’s subject teaching in terms of classic Chinese. |
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