Research On The Application Of Ancient Style Knowledge In Classical Chinese Teaching Of Senior Middle School.

Classical Chinese teaching plays an important role in Chinese teaching of high school.In the history,stylistics has formed rich knowledge.Among them,literary works centered on characters have outstanding stylistic features.Although the teaching of classical Chinese has made a certain improvement,there are still some problems.There are great differences between ancient and modern stylistic concepts.The modern stylistic concepts in China are mainly influenced by western modern stylistics.The term "biography",which we call "biography",is also deeply influenced by the West.A clear understanding of its evolution and A standardized understanding of its concept are the basis of stylistic Teaching.Therefore,this study further puts forward the concept of "genre category" to refer to the literature of "the beginning and the end of a person's history",and the standardization of the concept is the basis of stylistic teaching.Then,combining the stylistic types,the comprehensive importance,the degree of difficulty and so on,which appear in the classical Chinese reading in senior high school,the following factors are classified: first,concept perception,second,comprehensive cognition,and so on.Third,to explore the three levels,and put forward the requirements of differentiated style teaching.Ancient stylistic knowledge is more complicated.It is difficult for high school students to master it themselves,and the acquisition of students' stylistic knowledge mainly comes from teachers.Through observation and interview,it is found that there are two main problems in stylistic teaching: first,weak stylistic consciousness;second,deviation of stylistic knowledge.Stylistic knowledge is often ignored,even if some of the stylistic knowledge is introduced into the classroom,taught as literary knowledge to students,and did not apply stylistic knowledge to the analysis and summary of the article.Teachers know little about ancient stylistic knowledge and have the problem of not knowing the concept of stylistic style and the stylistic phenomena in classical Chinese.Secondly,we can not grasp the stylistic features,and then there will be inaccurate judgment of stylistic types.Teachers should improve their stylistic consciousness and enrich their stylistic knowledge.Read the latest version of the Chinese curriculum standards.The latest version of the high school language curriculum standards pay more attention to the style.At the same time,the question type of classical Chinese reading in college entrance examination has been changed,and the traditional teaching method of classical Chinese like "three axes" is gradually out of line with the examination question type.Reading some stylistic works and academic papers related to classical Chinese in senior high school properly and applying the latest stylistic achievements to the classroom teaching of classical Chinese in high school in order to improve the teaching of classical Chinese in senior high school.In the specific teaching practice,we should grasp the style of classical Chinese,pay attention to the comparison of similar styles,and interpret the article more deeply,so as to achieve the effect of integration.Since stylistic teaching is not yet mature,two points for attention are put forward while advocating stylistic teaching: first,giving full play to the tools of stylistic style;second,teaching stylistic style should be based on learning situation.Stylistic teaching is only a teaching method,not the purpose of teaching,and it is necessary to decide whether and how much function ancient stylistic knowledge should play according to the actual situation.