Research On The Teaching Strategy Of High-level Chinese Language Teaching Based On The Concept Of "equal Emphasis On Language And Writing"

Classical Chinese is the crystallization of the wisdom of the ancients.It records the rise and fall of history,shows the social features of different dynasties,and reflects the profound cultural heritage of the Chinese nation.The classical Chinese works selected for the high school textbooks are excellent articles that have been passed down through the millennium.In the edification of classic works,students constantly improve their humanistic cultivation,draw on the essence of culture,and then contribute to the inheritance of Chinese culture.Therefore,classical Chinese teaching plays a pivotal role in high school Chinese teaching.However,the separation of"language"and"culture"in actual teaching is a common problem,and the phenomenon of paying attention to the language but despising the culture is particularly prominent.Many teachers regard the understanding of the meaning of the text,master the basic knowledge as the main task of teaching,ignore the literary and cultural factors in the works,and take everything in a personal way.This kind of practice is difficult to achieve the requirements of the curriculum standard for the teaching of classical Chinese,which is not conducive to the overall development of students.Therefore,the majority of educators need to clarify the understanding of classical Chinese teaching,correctly handle the relationship between"language"and"culture",and carry out high-Chinese language teaching under the concept of"language equals culture".This article consists of three parts,five chapters.The first part of the introduction mainly introduces the reasons for the topic selection,research review,research purposes and significance,research content,basic ideas and research methods.The second part of the text is divided into four chapters.The second chapter first defines the related concepts,including the connotation and characteristics of classical Chinese,the"language"and"culture"in the classical Chinese texts,as well as the specific meanings of"language and culture achieving—in—one".Then it explains the rationality of teaching Chinese in high language under the guidance of the concept of"language equals culture"and proposes that the theoretical basis of its existence is humanistic theory,cognitive theory,constructivist theory and Chinese curriculum standards.The third chapter fully understands the problems existing in the current high Chinese language teaching by means of student questionnaires and teacher interviews.From the student's point of view,there are mainly students whose interest in classical Chinese is not high,their thoughts are important but their actions are lacking,their learning lacks initiative,and their learning style is not good.From the teacher's point of view,the main idea is that the teaching concept is stagnant.Some teachers have low enthusiasm for teaching and strong utilitarianism.In the process of teaching,it is mainly based on string speaking,and there is a clear tendency to pay attention to the language but despise the culture.Then,the causes of the two aspects of the main and passenger are analyzed.Subjectively,there are limitations of understanding.Teachers and students are deeply affected by the examination-oriented education.The teachers'lack of cultural knowledge is simple and the teaching methods are old-fashioned.The objective reason is the particularity of the classical Chinese.The fourth chapter starts from the concept of "language equals culture" and clearly points out that the principles to be followed in high-Chinese language teaching are holistic,humanistic and inspiring.At the same time,it is emphasized that teachers must accurately grasp the core content of these three principles and work hard in practical teaching.The fifth chapter is about the thinking of high Chinese language teaching strategies under the concept of "language equals culture".This chapter takes the classical Chinese text in the compulsory textbook of the high school Chinese language as an example,and explores the specific teaching strategies for the existing real problems,and strives to achieve language and cultural unity.The specific performance is as follows:First,through the introduction of the design,create a specific scene,provide the background material of the fun way to help students learning happily.The second is to pay attention to reading.Teachers clearly read the target in the teaching of classical Chinese,and guide students to read the rhyme from reading to the rhythm and then to read the beauty,and build a bridge of "language" and "culture".The third is to pay attention to interactive inquiry,and to realize the common words of "language" and "culture" in scrutinizing the text and excavating the connotation of the text.The fourth is to focus on the consolidation of learning from the classroom testing and writing exercises,and promote the integration of "language" and "culture".The third part concludes with a brief description of the overall structure of the paper and analyzes the shortcomings in the research.In short,the teaching of high Chinese language should not only pay attention to the accumulation of knowledge but also highlight the humanistic value of the article.Only by carrying out systematic and humanistic teaching under the concept of "language equals culture" can the teaching of high Chinese language be out of the swamp and glow.