A Research On Instructional Strategy Of “Less Teaching And More Learning” In Classical Chinese Teaching In Senior High School

Classical Chinese is the gem of Chinese culture. It’s an important carrier of studies on ancient history, culture and language in China. There are about 40 texts of classical Chinese in the compulsory part of Senior Chinese textbooks published by Jiangsu Education Press. These texts are characterized by big span in history, rich content and terseness in language, which makes them unique and significant in the new curriculum to cultivate the historical attainment, literary quality and linguistic competence of high school students. Considering the specificity of classical Chinese style, Chinese teachers have been trying some new teaching methods for a long time. However, to consider teaching more important than learning and rote-learning are still prevalent, which keeps teachers from reaching their teaching goals.The questionnaire survey method and a case study method are used in this paper which summarizes the present standpoints about “less teaching and more learning” at home and abroad. In addition, this paper presents the current application of the conception, “less teaching and more learning”, and main problems in the teaching of classical Chinese. With these efforts, combined with the analysis of teaching case, this paper puts forward several teaching strategies about how to put “less teaching and more learning” into classical Chinese teaching activities. Besides, some suggestions on the construction of teacher-student relationship, the setting of teaching goals, the selection of teaching contents and the integration of educational resources are given in this paper to make sure the “less teaching”. Likewise, this paper presents some advice about how to carry out “more learning” from the aspects of guiding students to cooperate in learning as well as the methods to optimize cooperative learning.