Study On The Current Situation And Strategies Of Modern Chinese Grammar Teaching In "Integrated Edition Textbook " For Junior Middle Schools

The research on Modern Chinese grammar teaching began in the 1950s.Does junior middle school Chinese class speak grammar or not?If so,what is it?What do you say?There has been no consensus for decades.The Chinese curriculum standard of compulsory education(2011 Edition)requires that students' listening,speaking,reading and writing abilities should be improved,as well as their Chinese literacy.The core literacy of Chinese discipline includes language construction and application,thinking de'velopment and promotion,aesthetic appreciation and creation,cultural heritage and understanding,and language literacy ranks first.Therefore,in 2016,the primary Chinese textbook(hereinafter referred to as"Integrated Edition Textbook")edited by Wen Rumin as the chief editor,approved by the Ministry of education and published by the people's education press swept the haze of "weakening grammar" to "fill in the blanks" Compared with the previous textbooks,the content of grammar knowledge teaching module is richer,the system is more complete,and takes up more space in textbooks.However,there are still some practical problems that can not be ignored in junior middle school grammar teaching,such as teachers despise grammar teaching,grammar teaching mode is boring,students do not realize the importance of grammar,are not willing to learn grammar and so on.Based on the investigation and interview of the teachers and students in Tongliao new town No.1 Middle School in Inner Mongolia,this paper understands the current situation of grammar teaching after the use of the "integrated edition",and puts forward the corresponding grammar teaching strategies based on the analysis and discussion of its causes.The paper mainly includes the following three aspects:The first part is to integrate the content of modern Chinese grammar knowledge.First of all,it combs the distribution of the four levels of grammar units in the textbook,including parts of speech,phrases,single sentence and complex sentence.Secondly,it sorts out the distribution position and presentation form of the grammar content,summarizes the advantages of the arrangement,and finally clarifies the purpose of junior middle school Chinese Grammar Teaching:cognitive language,understanding language,and using language.The second part is about the present situation of grammar teaching in junior middle school.This part mainly through the investigation and interview of middle school Chinese teachers and students,to understand the teachers' views on the current grammar teaching content,methods,examinations and other aspects,as well as the junior high school students' mastery of grammar knowledge,and to analyze the reasons.The third part is to put forward grammar teaching strategies in junior high school according to the current teaching situation.First of all,according to "what to teach",this paper puts forward two suggestions:to build a grammar knowledge system and increase the share of grammar knowledge homework;then,according to"how to teach",it gives four kinds of teaching strategies for the rationalization of grammar units,such as:teaching with text,special learning,cooperative learning and so on,in order to provide reference materials for junior middle school Chinese teachers.