The Training Of The Stylistic Quality Of The Chinese Teachers In Junior Middle School

Stylistic literacy is an important professional quality of Chinese teachers.The stylistic literacy of Chinese teachers is the focus of academic and educational circles.At present,academic circles generally believe that there are serious problems in the professional quality of Chinese teachers,one of which is the serious lack of stylistic quality of Chinese teachers,which restricts the construction and development of Chinese disciplines and affects the development of text interpretation and expression teaching.Professor Wen Rumin,chief editor of Chinese textbooks compiled by the Ministry,suggested that different teaching plans should be designed according to the content,style and unit requirements of the text.When it comes to new textbooks,there are different lesson hints for different styles and texts.He pointed out that the structure of junior high school language is that each unit has reading teaching and writing teaching,which is the key.As far as Chinese learning is concerned,junior middle school is the connecting link between the preceding and the following stages of Chinese learning.Chinese learning is of vital importance to the cultivation of junior middle school students' comprehension and expression ability.In junior middle school,facing the gradual enhancement of specialty in many disciplines,students' comprehension ability has become the key factor of success or failure in learning.Literacy determines the success or failure of students' ability to understand and express,and indirectly affects the learning effect of other disciplines.In this paper,the junior middle school language teachers' stylistic literacy research,revealing the junior middle school language teachers' stylistic literacy problems,in view of the theoretical framework of the problem combined with the junior middle school language teachers' teaching practice to find solutions.Through investigation and induction,this paper proves that the difficulty of text interpretation is caused by the problem of text literacy of junior middle school Chinese teachers.Reveal the stylistic theory is the theoretical basis of text interpretation,cultivate junior middle school language teacher should from the actual conditions in thestudy of Chinese style style literacy,to reinforce the language teacher from the Angle of the subject style knowledge learning,knowledge and learn to use the style.This paper mainly discusses the cultivation of junior middle school Chinese teachers' stylistic quality through four chapters.The introduction mainly puts forward the research questions and elaborates the value of the research in view of the current situation of text interpretation.It also analyzes the current situation of related research with the data.Finally,it expounds the ideas and methods of the research.The first chapter is the problems and analysis of junior middle school language teachers' stylistic literacy.This chapter mainly through the data shows that the junior middle school language teachers stylistic quality problems,and analyzes the historical and practical reasons for the problems.The second chapter is the connotation of stylistic literacy and the value of training junior middle school language teachers' stylistic literacy.This chapter theoretically expounds what style is and the connotation of style,and expounds the value of training junior middle school Chinese teachers' stylistic accomplishment from a multi-disciplinary perspective.The third chapter is the principles and methods of training junior middle school language teachers' stylistic literacy.This chapter expounds the principles and methods of training junior middle school Chinese teachers from the perspective of modern stylistics and the value of text interpretation.The research shows that there is a problem in the language literacy of junior middle school Chinese teachers,which affects the effectiveness of text interpretation.Cultivating junior middle school Chinese teachers' stylistic accomplishment can improve the effectiveness of text interpretation and cultivate students' understanding and expression ability.