The Study On The Teaching Strategy Of Classical Chinese Comparison In Junior Middle School

Classical Chinese is the carrier of Chinese traditional culture.The core values of socialism in our country are deeply rooted in Chinese traditional culture.As the carrier of traditional culture,classical Chinese plays an important role in inspiring students to love Chinese culture,shaping students' spiritual world,forming good personality and perfect personality.The teaching of classical Chinese in junior high school is the key period of classical Chinese teaching,and the application of teaching strategies is indispensable to achieve the ideal teaching effect.The integrated Chinese textbook of junior middle school adopts the structure of two-line components to communicate the inside and outside of the text.Under the premise of rich teaching content,the use of comparative teaching strategies can help students to cultivate the reading quality of classical Chinese and improve the effect of classical Chinese classroom teaching.The author finds that although there are many people who study and compile the junior middle school Chinese teaching materials,the research on the comparative teaching strategies of classical Chinese in junior middle school is relatively scattered and fails to form a system.Therefore,the author explores the comparative teaching strategies from the perspective of the whole classical Chinese in Junior middle school,hoping to provide some ideas and suggestions for the teaching of classical Chinese in junior middle school.This paper mainly adopts the methods of literature analysis,theoretical research,questionnaire survey and case analysis,and takes the necessity of introducing comparative teaching strategies into classical Chinese teaching in junior high school as the starting point,and probes into the comparative teaching strategies of classical Chinese in junior high school,so as to provide ideas for the comparative teaching of classicalChinese.This paper consists of three parts: introduction,body and conclusion.The body part includes three chapters.The first chapter mainly discusses the basis of the comparative teaching strategy research of classical Chinese in junior high school,including the concept definition,theoretical basis and practical basis.The theoretical basis includes three parts,which are the four elements of constructivism learning theory,Ausubel's advance organizer theory,and spiro's random access teaching theory.The practical basis also includes three parts,which are related to the integrated junior high school The teaching concepts of "double line organizational unit structure","teaching reading+ self reading + extracurricular reading" and "1 + X" are closely related to the teaching materials.Comparative teaching is implemented from the teaching materials structure and teaching concepts.The second chapter is mainly about the investigation and analysis of the current situation of classical Chinese Comparative Teaching in junior high school,including the content of three parts,current situation investigation,investigation data analysis and relevant conclusions.The current situation survey includes the purpose and process of the survey.Students from Grade 7 and grade 8 of meixihu affiliated middle school in Changsha are selected as the objects of the survey and the paper-based questionnaire is distributed.The data analysis divides the questions in the questionnaire into four dimensions,analyzes the four-dimensional factors,and analyzes the relevant factors that affect the performance of classical Chinese,and finally obtains the students' comparative teaching The degree of acceptance and difficulties,the problems of teachers in comparative teaching and the confusion of teaching.The third chapter,based on the first two chapters,makes an all-round inquiry into the teaching strategies of classicalChinese comparison in junior high school,including five parts: "1 + X" comparative teaching mode,principles,types and procedures of comparison,as well as the brief design of "1 +X" Comparative Teaching Strategies on this basis.The research results of comparative teaching strategies are displayed through the design of the brief plan.