The Research On Classical High School Teaching Style

As the name suggests there are both classical text words classical. Whether it is classical Chinese teaching junior high school or high school teaching classical Chinese. The tendency to speak is greater than the tendency of the text. Teachers in teaching classical, often construe the words to explain the sentence, article translation based, and the text to explain the less. Classical "culture" is the article of "culture". Which has a corresponding article of the genre. Each genre has its own inherent stylistic features. In the classical teaching, we can use to teach stylistic features. In fact, the style of teaching, has long been used in the teaching of modern culture. But we did not apply to the style of teaching classical Chinese teaching. In modern text, when we talk about argumentative, usually from stylistic argumentative structure to start.. What is the argument of this article is that the argument is a place from which to cut.what argument, what reasoning; narrative include: narrative time, sequence, characters, events, etc. sentiment; object when he spoke of expository, including description, description of features of the object, the text description of the language, such as the order of description. Classical and modern culture are the same as the article, you can use the style of teaching modern culture, and they can use the style of classical Chinese teaching.In order to introduce the teaching of classical stylistic teaching, teachers need to have the knowledge to understand the style of a classical system, rather than just know the classical high school language teaching style. Because, there are written records from, the text emerged, to the New Culture Movement, has about three thousand years of history. During this long period of time, as dynasties, the society will follow every change stylistic changes accordingly, printed with the social stigma unique. Therefore, classical stylistic knowledge, teachers to memorize in the chest, the chest has a "body" can be applied to flexible teaching. This thesis is to study classical stylistic teaching high school, high school language textbook kind of stylistic classical involved in the distribution system for each style has a comb. In Bigong Zhang’s "History of Style" in the ancient style of the classification is based, found that high school from combing classical stylistic include three categories: prose, Fu, quotations; in Expository prose is divided, prefaces and postscripts culture, mass-like Man, essays, Official Document; further they can separate the text of the preface preface and postscript feast of mind, like the text of the biography biography text, essays in the travel landscape, Official Document of the table. The basic characteristics of the process of combing through these stylistic have found there are two cases: one case is the same stylistic in one unit( "Lian Lin Hsiang-ju", "Su Wu Chuan", "Zhang Heng Chuan" in textbooks fourth The fourth unit volumes), another case with a style distributed in different locations( "Orchid Pavilion" and "Preface to King," the third unit of the second book of textbooks and fifth volumes of the second unit, respectively,). Stylistic features of different positions with different distributions, with echoes of teaching strategies.Classical Style teaching, not the "text" and "word" separate, but in order to achieve the "word", "text" the perfect combination, so that the "word", "text" two-pronged approach to improve the efficiency of classical Chinese teaching.