Stage Research On Chinese Teaching At Senior High School

Chinese teaching at senior high school is a key to Chinese cultivation for students. At present, College Entrance Examination (CEE) is viewed as a social maintream value standard. As a result, Chinese teaching at senior high school is influenced by this trend. Pressed by Syllabus For CEE, Chinese teachers commonly advance knowledge input, ignoring physical and mental development need of students. This unscientific pratice doesn’t fit in with different stages of physical and mental development of students and leaves Chinese teaching at senior high school tedious. In terms of students, they naturally lose interest in the process of learning and don’t reach the required Chinese literary attainments. Consequently, Chinese teaching at senior high school is expected to take features about physical and mental development of students into account and be carried out coherently and periodically throughout the three academic years. Only in this way can Chinese teaching represent its uniqueness and assist students in Chinese literary attainments foster as well as satisfying CEE’s requirements. Benefited by this teaching concept, students can stay motivated in Chinese learning and absorb Chinese knowledge at different stages. By means of literature review and case study, this thesis emphasizes coherence in Chinese knowledge between junior high school stage and senior one stage, stresses importance of Chinese uniqueness at senior two stage and establishes Chinese connection between senior 3 stage and university stage. It is predicted that this teaching concept can not only help students withstand test of CEE but guide them to explore essence of Chinese and appreciate extensive and profound qualities of Chinese.