Study Of Instructive Strategies In Classical Chinese Teaching In Middle Schools In The Context Of New English Curriculum Standard

Classical Chinese is crystallized with splendid historical civilization and valuable spiritual wealth of China, embodying the fine cultural tradition of the Chinese nation. Compulsory Education Chinese Curriculum Standard(the 2011 edition) pointed out in the chapter of Overall Goal and Content that, “Come to realize rich and excellent Chinese culture and learn the wisdom from it.” Therefore classical Chinese teaching plays an important role in Chinese teaching in middle schools. However, currently the phenomenon of “high investment and low production” exists in the teaching of classical Chinese. Teachers devote a lot to classical Chinese teaching, while students cannot learn much from it. Their lack of interest in classical Chinese learning and even fear for it make classical Chinese teaching a plight for most Chinese language teachers. So how to effectively arouse students’ interest in classical Chinese and improve their ability of initiative learning deserves reflection from Chinese language teachers and scientific researchers. This thesis, firstly, makes a survey on current application of instructive strategies in classical Chinese teaching in middle schools, then based on some principles of instructive strategies, figures out some specific implementation strategies. This thesis mainly contains four parts:The first chapter first delimits the concept of instructive strategies. Instructive strategy is a kind of practical and operational teaching strategy which is used by the teacher in the teaching process to develop students’ consciousness and ability of autonomous learning. In a narrow sense, it refers to pre-class learning guide; yet broadly speaking, it includes three parts: pre-class learning guide, while-class learning guide and post-class learning guide. After that, the thesis further defines instructive strategies in classical Chinese teaching, and presents the theoretical basis for research on them.Chapter two mainly focuses on the analysis of the teaching aims and characteristics of classical Chinese teaching in middle schools and the value and effect of instructive strategies in classical Chinese teaching.Chapter three makes a survey on the current application of instructive strategies in classical Chinese teaching in middle schools and finds that:1. The leading role of teachers has not been established and the dominant role of students has not been fully played;2. Teachers’ teaching notions are outmoded and exam-oriented, showing a tendency of seeking short term success and quick profits;3. Pre-class learning guides are inclined to be modeled and stereotyped and dealt with as exercises;4. While-class in-depth learning guides often fall into cramming education;5. Post-class evaluation guides are not in place;Based on these problems and some principles of instructive strategies, chapter four attempts to put forward some specific instructive strategies for implementation in classical Chinese teaching. According to the characteristics of different styles of classical Chinese, the author selects ancient Chinese poetry and prose for their typicality as objects of the study. After detailed analysis, the author poses the following specific implementation strategies:For pre-class learning guides, on one hand, the teacher is supposed to encourage students to take part in the design of learning plans to improve their learning efficiency and provide direction for their preview; on the other hand, the teacher should try to guide the students to preview classical Chinese by creating situations and assignments so that they can learn language and culture in the process of experiencing situations and completing tasks. Thus through getting the students involved into designing pre-class learning plans, the teacher can get to know their knowledge level. So in the process of while-class in-depth learning guides, the teacher need not explain some basic knowledge. Instead, he can resort to the paradigm of problem-solving by virtue of independent learning, cooperative study and inquiry learning, so that students can have a deeper understanding of the connotation of classical Chinese. Meanwhile, the teacher should also provide guidance for students in the comprehension of both “ideas” and “language”, and allow them the chance and time to ponder over some difficult linguistic and cultural points. And for the post-class evaluation guides, the teacher needs to take an overall consideration of various factors, and establishes adaptive assessment systems of learning process and results which can help the students to card, consolidate and transfer what they have learned from classical Chinese.