Research On The Teaching Strategy Of Lyrical Prose In Gao Chinese

Classical Chinese is the key carrier for excellent traditional culture of the Chinese nation and the important basis for the learning of modern Chinese;the teaching of classical Chinese undertakes the task of inheriting the excellent traditional culture of the Chinese nation.The new edition of Standard(2017 version)for Chinese Course of Regular Senior High School has clarified the requirement on the development of Chinese core competencies for students and inheriting excellent traditional culture of the Chinese nation is an indispensable part of constructing students' core competencies.Therefore,classical Chinese teaching should play its due role of cultivating students' excellent traditional cultural qualities and enhancing cultural confidence.However,the current teaching of classical Chinese has the following three problems: shallow and narrow teaching content,rigid teaching structure,and lack of diversity in teaching methods,leading to the low efficiency and unsatisfactory teaching effects for classical Chinese teaching.Among them,the problems in the teaching of classical Chinese lyric prose are particularly prominent.The fundamental reason for these problems is the lack of stylistic awareness.The five volumes of PEP experiment-edition high school Chinese textbooks for optional courses are all arranged based on literary styles,dividing the classical Chinese texts into the following five units: classical Chinese narration prose unit,classical Chinese travel itinerary prose unit,classical Chinese discussion prose unit,and classical Chinese lyric prose unit.Such a layout has reflected a strong stylistic awareness.However,due to the lack of stylistic awareness in the teaching of classical Chinese,the quality of classical Chinese lyric prose teaching is unsatisfactory and its unique teaching value and aesthetic value have not been fully reflected.Based on the stylistic features of classical Chinese lyric prose,this thesis studies corresponding teaching strategies.Firstly,the thesis analyzes problems and reasons in the current teaching of classical Chinese lyric prose to make the teaching strategies more targeted.Secondly,the thesis studies the stylistic features of classical Chinese lyric prose,providing the basis for the proposition of teaching strategies later in this thesis.Thirdly,based on the stylistic features of classical Chinese lyric prose,this thesis puts forward detailed teaching strategies from the following four perspectives: selection of teaching content,organization of teaching structure,selection of teaching methods,and the inspirations offered by question setting for university entrance examination on the teaching of classical Chinese lyric prose.Targeting problems in the teaching of classical Chinese lyric prose and based on its stylistic features,this thesis proposes detailed teaching strategies which are extremely targeted and operable to highlight its unique teaching value and aesthetic functions.Research on teaching strategies for classical Chinese lyric prose based on literary styles have theoretical guidance significance and practical application value.Selecting teaching strategies based on literary styles can enable teachers to clearly understand the importance of literary styles in theory.Such a concept of studying teaching strategies based on stylistic features will provide theoretical guidance to the teaching of high school classical Chinese.The teaching strategies proposed in the thesis can guide teaching practices and the concrete operation for the classroom teaching of classical Chinese lyric prose,enhance its teaching quality and efficiency,and are of great application value in the teaching of classical Chinese.