A Study On The Teaching Strategies Of Classical Chinese In The Elementary School Oriented To Cultural Inheritance

With the full use of the integrated version of "Chinese" in the elementary school,classical Chinese,which is an uncommon teaching content in the original textbook,began to appear in the eyes of elementary school teachers.Classical Chinese as a carrier of traditional Chinese culture contains many national spiritual qualities inherited for thousands of years,and is an important learning resource to help students form the personality of the Chinese nation.Compared with the study of Chinese language teaching in elementary and high schools,there are fewer studies on Chinese language teaching in primary schools.The research content is mainly the teaching method of "student-oriented" and the teaching purpose of "cultural standard".What to teach in classical Chinese teaching,how to teach,and why teaching is a problem encountered by many primary school Chinese teachers in classical Chinese teaching.The edited version of "Chinese" in the elementary school specifies the teaching objectives and teaching methods of the classical Chinese texts through the combination of Chinese elements and after-school exercises,but the difficulties in practical teaching are mainly reflected in the lack of traditional cultural literacy of teachers,resulting in weak cultural inheritance teaching ability.The confusion of teaching methods leads to a lack of culture,and the teaching content is mainly written in classical Chinese and essays,which prevents students from being exposed to culture.This research firstly grasps the subject matter and cultural connotation of classical Chinese texts through textbook analysis;secondly,this research understands the problems that occur in the actual primary school classical Chinese teaching through teaching observation and questionnaire survey;finally,this research is based on Bandura 's society Cognitive theory and teacher professional development theory from the perspective of cultural inheritance through course analysis,put forward improvement strategies in three aspects: students,teachers and teaching:In terms of students,it is proposed to cultivate students 'cultural inheritance ability through classic recitation,language infiltration,and form innovation;on the aspect of teachers,the three levels of school,teaching and research,and individual teachers are jointly working to improve teachers' traditional cultural literacy and cultural heritage teaching ability;In terms of aspects,the evaluation method of classical Chinese teaching is improved by the multi-element evaluation with student self-assessment.