A Study Of Elementary School Classical Chinese Teaching Strategies From The Perspective Of Implicit Learning Theory

Classical Chinese,as an important carrier of China's excellent traditional cultural heritage,condenses the essence of excellent traditional culture.For elementary school students who are undergoing rapid physical and mental development,learning excellent classic classical Chinese not only helps to accumulate humanistic heritage,cultivate personality quality,and improve core qualities,but also enhance cultural self-confidence and pride in excellent traditional cultural education.These tacit knowledges that "can only be understood and unspeakable" are consistent with the characteristics of implicit learning.Therefore,in the process of realizing the value of classical Chinese teaching in elementary schools,implicit learning is inseparable.However,for a long time,in the teaching of classical Chinese in elementary schools,there has been a lack of systematic research on the implicit learning theory.Teachers are accustomed to simply understand knowledge as explicit knowledge.Less attention is paid to the implicit knowledge.Based on this,this study is based on the theory of implicit learning,and takes the Chinese version of the elementary school Chinese textbook as the text material,and proposes the classical Chinese teaching strategy from the perspective of implicit learning theory based on the teaching objectives and the problems in reality.These teaching strategies aim to highlight the advantages of implicit learning theory in the teaching of classical Chinese in elementary schools,inspire students' internal motivation and interest in learning classical Chinese,so as to provide new teaching ideas and learning methods for teachers and students in classical Chinese teaching activities.This research comprehensively adopts research methods such as literature research,text analysis,questionnaire survey,interview,and case analysis to study classicalChinese teaching in elementary schools.In the theoretical part,through literature review,sort out the characteristics of implicit learning,and it is concluded that in the classical Chinese teaching of elementary school,the implicit learning theory can alleviate the student's learning burden,the learning capacity is large,and the acquired knowledge is easier to transfer and cultivate the classical Chinese language sense,easier to help students to understand the humanities connotation and knowledge retention longer advantages,etc..All this provide theoretical support for this research.Based on this,we further focus on the classical Chinese teaching in the integrated version of the elementary school Chinese textbooks,and analyze the content of classical Chinese teaching in the textbooks,combined with the "Compulsory Education Chinese Curriculum Standards"(2011 edition),sorting out the teaching objectives of classical Chinese in grades 3-6 is mainly to cultivate the interest in learning classical Chinese and accumulate humanistic literacy,etc..This discovery provide a basis for the teaching strategies.Then the questionnaire survey,interviews,and case analysis are used to investigate the current situation of classical Chinese teaching in elementary schools,and find the problems under the current implicit learning theory.Finally,according to the problems found in the status quo survey,based on the teaching goals and requirements,under the framework of implicit learning theory,we focused on exploring a series of strategies for the combination of implicit learning theory and classical Chinese teaching.These mainly include: first,mobilize existing implicit resources to cultivate interest in classical Chinese learning,create corresponding teaching situations to reduce the burden of classical Chinese learning;second,expand classical Chinese reading outside the classroom,and focus on classical Chinese accumulation and appropriate transfer,the third is to attach importance to classical Chinese recitation,innovate the reading form,ensure the reading time,and gradually cultivate the students' classical Chinese language sense;the fourth is to pay attention to the influence of the hidden educational factors of schools and teachers,strengthen the classical Chinese influence in the environment,and gradually guiding students to feel the humanistic connotation;fifth,adopt multiple teaching evaluations,evaluation focuses on both explicit knowledge and attention students' implicit literacy development.It is hoped that these strategic suggestions can provide a reference for teachers to carry out classical Chinese teaching,and promote elementary school classical Chinese teaching to be more sustainable and developmental.