Study On Words Teaching Strategies Of Classical Chinese In Middle School

With the rise of traditional culture,the implementation of new curriculum standards,the increase of classical Chinese texts in new textbooks,the importance of teaching classical Chinese words in middle schools is increasingly prominent.It is the foundation of classical Chinese teaching and the key to understand classical Chinese.However,at the present stage,the teaching efficiency of classical Chinese words and phrases in middle schools is not high.The main reasons for this situation are that the teaching methods are backward and single,there are errors and misunderstandings in the understanding of the teaching of classical Chinese words and phrases,and students are generally lack of interest,relatively passive,and lack the ability to learn independently.Research in educational psychology shows that improving and innovating teaching methods can stimulate students' interest in learning,help them focus their attention,guide them to think deeply,mobilize their active participation in learning and give full play to their subjective initiative.Therefore,in view of the current situation of the teaching of classical Chinese in middle schools,this paper,by drawing on the useful experience of educational psychology and combining the knowledge of exegesis and philology,establishes the specific objectives of the teaching of classical Chinese in middle schools and studies the specific strategies for the teaching of classical Chinese in middle schools.These strategies include:idiom evidence method,word substitution method,induction and comparison method,trace-ability method,word meaning description method,context analysis method,cultural interpretation method,reading guidance method,classical Chinese creation method,activity experience method.The first seven teaching methods lay particular emphasis on teaching from the perspective of knowledge itself,that is,according to the characteristics of Chinese language.The latter three teaching methods focus on increasing students' language sense experience and application opportunities through diversified language practice forms,so as to maintain students' learning interest and motivation.These methods start from the teacher's "teaching",guide students' "learning"through specific demonstration,emphasize students' more reading,more accumulation and more practice,and aim to train students' ability of consulting,summarizing,comparing,transferring and applying knowledge,and make teaching more interesting and operable.In the process of teaching,the methods used to understand words are not isolated.On the contrary,according to the specific content and different characteristics of the text,comprehensive use of a variety of methods to understand,word teaching will be more efficient.After long-term persistent hard training,students can generally consciously use these methods to learn classical Chinese,learning conditions have been greatly improved.At the same time,the teaching of words and phrases with Chinese characteristics also arouses students' pride in loving the culture of the motherland and enhances their confidence in learning the language and characters of the motherland.In a word,the research aim of word teaching method is to change students' passive state from "forced learning" to "active learning".That is to say,the purpose of "teaching"of teachers is to promote student' "learning",with putting more emphasis on ability and method,instead of taking book knowledge as the purpose as in the past,so that they can really give play to the role of learning subjects and control and manage their own learning.