The Dilemma And Breakthrough Of Chinese Knowledge Teaching

The discussion of Chinese knowledge in the Chinese education community has always been there.The definition of the concept of Chinese knowledge has been a difficult problem in the Chinese education community due to the lack of development of the discipline theory and the particularity of the discipline.Although,since the establishment of the language independent language,Chinese knowledge has experienced the germination period of the introduction of Western knowledge systems,the gradual clearing and systematic strengthening period,the weakening of the weakening of knowledge,and now it has entered the period of re-examining knowledge.However,due to various reasons,people still have unclear understanding of the attributes of Chinese knowledge,and even their teaching of Chinese knowledge falls into the dilemma of static closure,incomplete ambiguity,and universal paradigm,coupled with the lack of teaching strategies.The teaching of Chinese knowledge can even be said to be difficult.In view of the above problems,we need to identify the basic attributes of knowledge of Chinese,sort out the structural system of Chinese knowledge scientifically,sort out and correct the wrong tendency in the teaching of Chinese knowledge,improve the implementation of Chinese knowledge teaching,and actively adopt various teaching strategies.Make the teaching of Chinese knowledge a healthy and scientific road.The discussion on the teaching of Chinese knowledge is conducive to us recognizing the problems of teaching,helping us to clarify the knowledge of Chinese teaching and improve the effectiveness of teaching Chinese.This paper takes the predicament and breakout in the teaching of Chinese knowledge as the research object.The full text is divided into three parts:introduction,body and conclusion.The body content is divided into four chapters for discussion.The introductory part discusses the topic of the topic and introduces the reason for the topic selection.It summarizes the research status of the field and puts forward the research ideas of this paper.The first chapter of the text begins with the concept of knowledge,and discusses the definition of Chinese knowledge from the content,structure and characteristics of Chinese knowledge.The second chapter combs the history of the development ot Chinese knowledge teaching since the establishment of the language independent.The third chapter expounds the dilemma of Chinese knowledge in teaching from three aspects:basic knowledge of Chinese knowledge,Chinese knowledge teaching system and Chinese knowledge teaching strategy.The fourth chapter proposes a breakout method for the dilemma of Chinese knowledge teaching.Mainly from the knowledge of Chinese knowledge,the improvement of Chinese knowledge system,the tendency of Chinese knowledge teaching to be corrected,and the specific strategies of Chinese knowledge in teaching.This paper believes that:a dynamic open,complete and clear,scientific and practical Chinese knowledge system should be constructed;the teaching of Chinese knowledge should be changed from grammatical analysis to emphasizing the sense of language experience,from the emphasis on text dismantling to focusing on the overall grasp,focusing on The universal law shifts to the specific context,from the importance of knowledge to the emphasis on ability;the teaching of Chinese knowledge can release the sound of the article,feel the knowledge in reading,break the barriers of knowledge,enrich the knowledge in reading,use teaching aids properly,and display Understand knowledge,interact with teachers and students,explore knowledge in cooperation,distinguish knowledge types,strengthen knowledge in classification,form a repeating unit,and consolidate knowledge in retrospect.The conclusion briefly summarizes the main points of this paper and points out the shortcomings of this paper.