Chinese Polysemous Teaching Research Of The Mongolian Junior Middle School

In Chinese learning,the vocabulary is an important part of language,Chinese language is a kind of semantic type,its main performance on the vocabulary,vocabulary can be decomposed into morpheme,also can develop into phrases and sentences.Therefore vocabulary teaching should be the center of Chinese teaching.And polysemy is one of the important parts of vocabulary teaching.This paper tries to find out the essence of polysemy,and explores the effective polysemous word teaching method which is applicable to the teaching of Chinese polysemy in middle school of Mongolian nationality.The teaching of polysemy is very important,but in the second language teaching,especially in the Chinese teaching of Mongolian language,there is not enough value in the teaching of polysemy.Therefore this article through the literature method,questionnaire survey method,quantitative and qualitative analysis method,to the Mongolian school of junior high school students as the research object,basic vocabulary of the Mongolian junior high school Chinese course standard,analyzing the present situation and problems of polysemy in investigating the Mongolian school Chinese words learning situation of junior high school students,to find some effective way of Chinese words teaching.It is hoped that this observational study will provide some basis and advice forMongolian students to learn polysemous teaching in Chinese teaching in the future.Through to the Mongolian junior high school Chinese language polysemous word teaching present situation,the survey found students is generally accepted that vocabulary learning is boring,boring activity,does not take the initiative to consult your dictionary and other ways to carry on the systematic study.Especially in the sense of the word meaning,because of the lack of cognition of the internal relevance of the word meaning,students often adopt the method of rote memorization,devoting a lot of time and energy,the effect is not ideal.It also reflects the teachers' lack of scientific theoretical guidance from the side,trying to increase students' vocabulary at the same time,neglected in the depth of the semantic level,the students cannot grasp the essence of the polysemy,fail to adopt effective learning strategies.In view of this,Suggestions on the Mongolian junior high school Chinese language in teaching,teachers should first explains the basic meaning,again from cognitive tools such as metaphor,metonymy,explain term construction of semantic network,activate the cognitive thinking.In addition,attach importance to the use of context clues to the law,that is,according to the context,combined with the contextual knowledge to deep processing of meaning,to strengthen the memory and retrieval language knowledge,but also strengthen the practice with the method oftimely revision polysemous word.In the teaching of Chinese as a second language,it is not easy to teach many synonyms,and it is necessary to do a lot of meticulous work.We cannot copy the vocabulary teaching method of the first language class,nor can we copy the content of various dictionaries.We must carefully study the complex relationships between the polysemy and the mother tongue of the second language,and carefully summarize the years of teaching experience to create a practical teaching strategy.