Research On Chinese Vocabulary Teaching In Middle Schools From The Perspective Of Cognitive Semantic Analysis

The essence of vocabulary teaching is to reveal the abundant meanings of lexical symbols in context.To reveal the second-level meanings different from common or original meanings,it should be realized under the guidance of the theory of symbol hierarchy and cognitive semantics.By means of literature research,comparative study,experience summary and questionnaire survey,this paper conducts a research on Chinese vocabulary teaching in middle schools from the perspective of cognitive semantics.This paper consists of five chapters,including the introduction,the theory of symbol hierarchy and cognitive semantics,the vocabulary teaching at the synchronic semantic level,the vocabulary teaching at the diachronic semantic level,and the principles and Strategies of Chinese vocabulary teaching in middle schools.Chapter one elaborates the reasons and significance of the topic selection,reviews the literature from the perspectives of semantic evolution and vocabulary teaching from the perspectives of symbols and cognition,as well as vocabulary teaching outside the scope of semiotics and cognitive semantics,and puts forward the innovations of the article and the research methods of the article.Chapter two discusses the basic theory of semiotics and cognitive semantics and the necessity of their association.Based on the analysis of the content and problems of Chinese vocabulary teaching in middle schools,it discusses the necessity of analyzing vocabulary teaching from the perspective of cognitive semantics.Chapter three,from the perspective of symbol hierarchy theory and cognitive semantics analysis,analyses the situation of middle school Chinese vocabulary teaching at the synchronic semantics level.The second level refers to the first meaning item in the Seventh Edition of Modern Han Dynasty,the second level refers to the second and third meaning items in the Seventh Edition of Modern Han Dynasty,and the second level refers to the items not listed as meanings,which depend on three types of context.Chapter four analyses the situation of Chinese vocabulary teaching in middle school from the perspective of symbol hierarchy theory and cognitive semantics analysis.The second level refers to the first meaning item in the Great Dictionary,the second level refers to the second and third meaning items in the Great Dictionary,and the second level refers to the three types of meanings which are not listed as meanings and depend on context.At the same time,based on the important and difficult points in the teaching of classical Chinese in middle school,this paper analyses the semiotic basis of polysemy,flexible use of parts of speech and ancient and modern synonyms from the perspective of the theory of hierarchy of symbols.In the fifth chapter,From the perspective of cognitive semantics and symbolic hierarchy theory,this paper synthesizes the differences between vocabulary teaching in junior high school and senior high school,and combines the situation of vocabulary teaching in two semantic levels,and puts forward some thoughts on the principles and Strategies of vocabulary teaching in middle school Chinese.Secondary school Chinese vocabulary teaching should adhere to the principle of combining vocabulary teaching with the essence of symbols,and the principle of combining vocabulary teaching with the cognition of word meaning,so as to clarify the goal of middle school Chinese vocabulary teaching.Finally,based on the analysis of the relationship between junior middle school and senior middle school,synchronic and diachronic semantic levels,the effective strategies of vocabulary teaching are put forward.