The Application Of Literary Geography In The Teaching Of High School Chinese Reading

As curriculum reform, which emphasizing the reading concept of text explanation of diversity, advocating the diversity of reading, including by different viewpoints as well as different perspective, goes further and further, the method of Chinese reading teaching must adjust to the new concept that make the teaching vividly, rather than pursuit of monism in teaching. What's more, Chinese quality-oriented education not only requires focus on learning knowledge, but also emphasizes the cultivation of Chinese abilities, as well as development in their intelligence and personality. As a Chinese saying says "Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime”, that is to say it is more important to teach students reading methods and cultivate their Chinese abilities. In this regard, the literature geography, which is based on the relationship between people and geography, is introduced to the attempt on new perspective Chinese teaching. By this method, introduce the perspective of geography combined with time and space in teaching,to stimulate students' learning motivation, and to enrich the plastic effect in the class. Therefore, the combination of literature geography and Chinese teaching is meaningful to broaden the view of literature geography, as well as a valuable attempt on the research of Chinese reading teaching.In this paper, focusing on literature geography, combined with high school Chinese reading teaching, the application of literature geography in teaching Chinese reading has been raised and discussed. The introduction part introduces the origin of the topic and related research documents. In the first chapter, the feasibility of this teaching method has been studied, in three aspects: the inner reading requirement of the high school students, the reading idea of the new Chinese curriculum for high school, and the new stream of the literature studying. In the second chapter, by taking the Cantonese edition of Chinese text book for example, the geographic environments,geographical spaces and geographical elements have been listed and studied, in twoaspects, which are geographic environments in the essays or created by the authors,and geographic spaces and geographic elements in the essays, to prove that Chinese class is closely related to geography. In the third chapter, the combination of literature geography and Chinese reading teaching has been analyzed. The common study methods in literature geography have been listed, including geography spaces analysis,field investigation, regional comparison, the combination of texts and graphs and geography spaces reconstruction, and all these methods have been discussed in order to practice the Chinese reading teaching. In the forth chapter, the literature geography teaching method's pros and cons have been summarized, to notice the teachers what should be paid attention to, and to point out what should be improved by the future.