The Present Situation Of Synonym Teaching In Senior High School And Its Improvement Strategy

Synonym teaching is one of the essential components in Chinese teaching.Because of the subtle differences in the meaning of synonyms,such as rational meaning,grammatical meaning and color meaning,synonyms have similar but irreplaceable features.Therefore,synonym teaching is the key and difficult point in Chinese teaching.Accurate discrimination of synonyms can enhance the accuracy,refinement and politeness of students' language expression,and plays an important role in Chinese teaching.In the face of the fact that senior high school Chinese curriculum attaches great importance to language learning,college entrance examination strengthens synonym examination and senior high school students' ability of synonym discrimination is low,the synonym teaching in senior high school should be paid enough attention to by the educational circles.However,throughout the relevant literature of synonym teaching,the research of synonym teaching in China is far less than that of TCFL,and the research of synonym teaching in China only stays in the theoretical aspect,lacking the description of reality,ignoring the discussion of synonym teaching methods and discrimination strategies.In order to further improve the accuracy of synonym discrimination,cultivate students' interest in synonym learning,and improve students' ability of synonym discrimination,it is particularly urgent to innovate synonym discrimination methods and propose targeted synonym teaching strategies in Chinese teaching.This paper uses the method of questionnaire survey to investigate the current situation of synonym teaching in senior high school,and finds out that teachers neglect synonym teaching,subjective randomness,lack of knowledge reserve and other problems in synonym teaching;students lack synonym group,lack of synonym learning methods,and neglect the role of context in synonym learning.In view of the above problems,this paper sums up the factors that affect synonym teaching from the perspective of Chinese curriculum standard,college entrance examination syllabus,teachers and students,and then provides practical basis for the specific teaching methods that are suitable for the new curriculum reform.In addition,based on the "corpus of primary and secondary school students' language biases" established in2006,this paper classifies the high school students' synonym biases from a largenumber of real corpus,and divides them into three aspects,namely,word meaning ontology,cognitive understanding and practical application.Then,it divides them into17 specific biases and analyzes them one by one To provide data support for the high school synonym discrimination method.Because the traditional synonym teaching often takes the form of inculcation,which deprives students of the right to learn actively,and the fact that students lack the special training of synonyms,makes students have a difficult time in discriminating synonyms.In view of the above situation,this paper advocates that teachers should skillfully combine "flipped classroom" with synonym teaching,return the initiative of learning to students,complete the internalization of students' knowledge by making micro class videos,distributing learning tasks and classroom interaction,and advocate that teachers should combine teaching methods suitable for students' cognitive development with the current situation of students' errors,and adopt Morpheme analysis,chunk teaching and context analysis are used to solve the problem of students' errors;educators are encouraged to innovate teaching mode,combine synonym teaching with reading teaching and writing teaching,accumulate synonyms in reading and writing,improve students' reading and writing ability through synonym learning,and finally improve teaching quality and students' Chinese literacy Building new talents with all-round development.