The Research On The Annotations Of Chinesetextbooks For Junior Schools Compiled Byministry Eudcation

Chinese culture is deep and lasting.As an ancient written carrier,classical Chinese is the crystallization of Chinese civilization.Classical Chinese has been selected into Chinese textbooks of middle schools.It is indispensable to inspect classical Chinese at different stages.Teaching classical Chinese to students can fully tap the educational value of examinations,be beneficial to further education and inherit the excellent national culture.However,in the current junior middle school Chinese teaching,classical Chinese has become a major difficulty in the teaching process because of its unique writing form,grammatical structure and historical background.Many students are afraid of difficulties in learning classical Chinese.In addition,secondary school education is bound by the class teaching system.The "one-size-fits-all" teaching mode seldom takes care of students of different learning levels,which makes the middle school students lag behind,and the top students do not jump high,which makes the teaching and learning of classical Chinese more difficult.Every student has differences in psychological characteristics,learning interest and learning ability.There is no doubt about this.If we neglect the objective differences of students in teaching and continue to adopt the "one-pot" teaching method,it is very difficult to promote the healthy development of students' body and mind,the improvement of learning interest,the improvement of learning achievement and ability,not to mention the cultivation of learning innovation consciousness.Therefore,we must actively develop and implement the new curriculum teaching,master effective teaching strategies,and then promote quality education.On the basis of acknowledging students' learning differences,stratified teaching adopts new organizational forms different from class teaching system to implement differentiated teaching for students,so as to achieve the goal of improving students' performance and cultivating their quality.Firstly,this paper expounds the concepts of classical Chinese and hierarchical teaching method,and makes an analysis of the feasibility of combining the hierarchical teaching mode with the teaching of classical Chinese in junior high school.Secondly,it collates and analyses the questionnaire of the present situation of the teaching of classical Chinese in junior high school.It is known that in the current teaching of classical Chinese in junior high school,students' learning purposes are uneven,teachers' teaching of classical Chinese lacks hierarchy.There are many problems,such as single teaching method,poor learning guidance,uniform after-school testing and lack of emphasis.Then,on the basis of combining the characteristics of junior middle school students' psychological quality and their specific learning differences,this paper puts forward the feasible strategies of hierarchical teaching and the organization and implementation of classical Chinese teaching in junior middle school.It advocates the implementation of specific measures in the teaching of classical Chinese,such as the hierarchy of teaching purposes before class,the hierarchy of teaching tasks in class and the hierarchy of classical Chinese testing after class,so as to help teachers adopt different learning levels for students.Hierarchical teaching means to improve teaching level and stimulate students' enthusiasm for learning.Finally,it points out the problems that should be paid attention to in the application of stratified teaching method in the teaching of Chinese in junior middle school.