Research On The Coherence Of Chinese Teaching In Junior And Senior High Schools From The Perspective Of Core Accomplishment

In the teaching practice,Chinese teachers and freshmen in Grade One of senior high school will face such an important question as how the Chinese learning in junior and senior high school should be connected.Teachers will find that the language learning habits and knowledge structure of freshmen of Grage One in senior high school are far from the requirements of senior high school,and the freshmen will feel that Chinese learned in senior high school is unfathomable and hard to reach.Many freshmen in high school have difficulty in adapting.The problem of how to do a good job in Chinese teaching at the beginning of senior high schools is one that every high school Chinese teacher should pay attention to and think about.In 2017,the general high school Chinese course standard was officially issued,requiring education to focus on the lifelong development of students,and to focus on developing students' disciplinary core qualities in subject teaching.This standard makes it clear that the connotation of core Chinese accomplishment is "language construction and application,thinking development and promotion,aesthetic appreciation and creation,cultural inheritance and understanding".How to improve the students' core accomplishment in Chinese class is a new problem that every Chinese teacher in senior high school must face.Based on the author's teaching practice,this paper discusses the coherence of Chinese teaching in junior and senior high schools from the perspective of core accomplishment.The first chapter of the thesis mainly discusses the two problems and causes of Chinese teaching coherence in middle and high schools from the perspective of core accomplishment.The first problem existing in core accomplishment cultivation lies in the two aspects,one of which is that traditional teaching mode dominates,and the other of which is that core accomplishment is lacking in teaching.The subjective cause for the problem is that the teachers and students are deeply influenced by the traditional teaching mode and have formed corresponding teaching mode and learning habit.The objective cause is the negative influence of the current national examination system and evaluation system.The other problem related to the coherence of Chinese teaching between junior and senior high schools is the phenomenon of faulting in students' language ability and difficulties in adapting to the learning of freshmen in senior high school.The subjective reasons for the problems are the teacher's weak awareness of coherence,improper teaching methods,and that the students' psychology is in a critical period of transition,and they still follow the learning methods obtained in junior high school to adapt to the new environment.The objective reason is the difference of Chinese curriculum standards and textbooks between junior and senior high schools.The second chapter of the thesis discusses the transformation of teacher's teaching method and student's learning method in the link of Chinese teaching in junior and senior high schools from the perspective of core accomplishment.From the perspective of core accomplishment,the requirements for teachers' teaching methods are student-centered,in-depth teaching,and related to students' life.Such following efforts can be made to promote the change of teachers' teaching methods as strengthening the teachers' learning of the core qualities of Chinese subjects,changing the teaching mode,attaching importance to the faulting phenomenon in junior and senior high schools,and properly dealing with the cohesion of textbooks.From the perspective of core accomplishment,students' learning method is required to take the initiative to learn,improve their thinking literacy and improve their ability to use knowledge.In order to promote the transformation of students' learning methods,it can be achieved by enhancing students' consciousness of active learning,cultivating good learning habits and transforming learning methods.The third chapter of the thesis discusses the transitive strategy of Chinese reading teaching between junior and senior high schools from the perspective of core accomplishment.The transitive content for Chinese teaching in senior high school include the grammar knowledge of the classical style of writing,the migration ability of vocabulary knowledge,the interpretation method of commenting and extension,the expression skills,imagery,artistic conception,poetic language characteristics of ancient Chinese poetry,the ability to explore text subject and to generalize the text of modern article reading.From the perspective of core literacy,the strategies of connecting Chinese reading teaching between junior and senior high schools include guiding the students to clarify the context of the article,analyzes the characters,clarifies the readers,and implements accumulation and induction,so as to improve the "language construction and application" quality of the students,guiding the students to conduct multiple explorations on the subject of the text,classify and sort the answers from the perspective,and construct a mind map for scattered knowledge,so as to improve the "thinking development and improvement" quality of the students,guiding the students to appreciate the text language,to appreciate the description of scenes and objects,and to read the text in depth,so as to improve the students' accomplishment of "aesthetic appreciation and creation",and,in the reading teaching of ancient poetry and prose,guiding students to improve their "cultural inheritance and understanding" qualities by reciting,deep learning,paying attention to cultural phenomena behind ancient poetry and prose,and holding activities.The fourth chapter of the thesis discusses the transitive strategy of Chinese composition teaching between junior and senior high schools from the perspective of core accomplishment.The coherent contents of Chinese composition teaching between junior and senior high school include common sense of argumentative essay writing,idea of argumentative essay examination,and argumentative essay structure.From the perspective of core accomplishment,the cohesive strategy of Chinese composition teaching between junior and senior high schools contains guiding students to master the features of language expression,transition from imitation to independent writing,and from partial writing to overall writing,so as to improve students' "language construction and application" quality and,providing writing templates,guiding students to use forms to improve their "thinking development and improvement" quality.