Interest-oriented Research On The Teaching Of Initial Chinese Verbal Words

Classical Chinese is a kind of writing of ancient Chinese written language,which represents the essence of Chinese traditional history and culture.Learning classical Chinese,helps to inherit and develop the Chinese traditional culture of contemporary middle school students,to enhance the quality of individual culture,benefit from life.In classical Chinese teaching,the teaching of substantive teaching content is the most basic and fundamental,so it is necessary to carry out basic research.Interest is the best teacher,and the characteristics of physical and mental development of junior high school students are contradictory.So teachers should know the students’ actual situation assessment,actively adjust the teaching behavior,stimulate students’ internal learning motivation,and create a relatively relaxed and fun learning environment,fully stimulate students interest,enhance interest in learning guide.The thesis is divided into three parts:introduction,text and conclusion.The text is divided into four chapters,the first chapter,through the student questionnaire and teacher questionnaire survey,analysis of the reasons of the low interest of substantive effects of junior high school students’ learning,and carries on the classified.The second chapter,according to the analysis of the above reasons,introduce the concept of"interest",mainly from the individual internal and classical Chinese itself two aspects for the development of high school students and select the appropriate teaching strategies,pay attention to stimulate students’ interest,guide students to active learning,the realization of "love","learn" to learn classical chinese.The third chapter is the demonstration and guide teachers,from pre class preparation,classroom practice after class evaluation of three stages of feedback,making teaching strategies to improve the art of teaching,teacher and students together,teachers "teach" and students "study".In the fourth chapter,the feasibility of the above teaching strategies in the actual teaching activities is verified by the concrete teaching experiment.