Research On Comparative Reading Teaching Of High School Classical Chinese

This paper explores the teaching of comparative reading in high Chinese language from three aspects through literature research and current situation analysis.First of all,from a macro perspective,it will be academic analysis about the significance,basis,and precautions of contemporary classical Chinese comparative reading teaching in high schools.The significance is conducive to the improvement of teachers' professional quality and students' core quality,and the basis includes theoretical basis and practical basis.And the precautions include teaching of comparative reading based on the characteristics of texts,selecting compared texts from in-class as much as possible and guiding students to master the methods of comparative reading.Secondly,it analyzes the problems of the teaching of comparative reading of high-level Chinese and contemporary Chinese texts,that is,paying attention to the text content and ignoring the core literacy,paying attention to the text content and ignoring many dimensions of the core literacy,paying attention to the text form and ignoring the text content,focusing on the comparison text and ignoring the taught text,and appearing difficult or easy.The main reasons for the above-mentioned errors include deviations in the nature of Chinese courses,insufficient understanding of core literacy,and insufficient analysis of academic situation.Finally,for the above problems,it is proposed that there should be multiple dimensions in classical Chinese comparative reading teaching—The first is the comparative reading teaching of the same genre,the second is the comparative reading teaching of the same subject,the third is the comparative reading teaching of the author's classical Chinese,and the fourth is the comparative reading teaching of the contemporary writer's classical Chinese.