Research On The Implementation Of Background Knowledge In High Chinese Language Teaching

With the further deepening of Chinese curriculum and teaching reform in recent years,the construction of Chinese curriculum system has become more scientific and rational.Chinese teaching has also presented a new style,and its training objectives have been constantly changed and updated with the construction of the curriculum,which puts forward higher requirements for the growth and development of students.As the most important task of Chinese teaching,teaching of reading is the main way to cultivate students' Chinese literacy,and the introduction of background knowledge is undoubtedly of great value for reading teaching.As for the ancient poetry and prose,the introduction of background knowledge is of great value to the teaching of reading,which has an inestimable effect.This paper is divided into five parts: the introduction discusses the origin,the purpose and significance of the research,the present situation and reflection of the research,as well as the ideas and methods of the research.The second part describes the relevant concepts of background knowledge and the target and basis of background knowledge application,which lays a theoretical foundation for the following development.The third part analyzes the background knowledge needed by different themes of classical Chinese in senior high school.According to different themes,the author divides the classical Chinese of senior high school into five types: travel,biographical,lyric,historical and philosophical.Through the analysis of the contents of the textbook and the teaching suggestions mentioned in the relevant teaching books,the author makes an analysis of the content of the textbook and the teaching suggestions mentioned in the relevant teaching books,the author sorts out the required background knowledge.The fourth part mainly analyzes the current situation of the application of background knowledge.Through the analysis of the questionnaires of students and interviews with teachers,the author finds that teachers pay attention to the introduction ofbackground knowledge in the current teaching of classical Chinese,but it is inevitable that the introduction of the content is solidified,the timing of the introduction is unreasonable,and the way is inappropriate.Students do not take the initiative to understand the background knowledge and other issues,resulting in the lack of effectiveness of background knowledge.The fifth part puts forward some suggestions on the application of background knowledge.In view of the specific problems found in the previous part,the author puts forward the principles,the timing and the way of application,with a purpose of providing some suggestions for teachers to use background knowledge in classical Chinese teaching.