The Status Quo And Improvement Strategies Of Idiom Teaching In Junior High Schools

Idioms are the language treasure of the Chinese nation.Learning idioms not only helps students lay a solid language foundation,but also helps students learn excellent traditional culture and inherit and carry forward the Chinese national spirit.Idiom teaching is the focus and difficulty of Chinese vocabulary teaching in junior middle school.However,idiom teaching has always been a place that junior middle school teachers and students tend to overlook.Therefore,junior high school Chinese teachers should pay attention to idiom teaching in order to improve students' ability to understand and use idioms.The study is divided into five parts:Part one: The origin and significance of the study of junior high school idioms.By analyzing and sorting out the materials and literature related to junior high school idiom teaching,I realized the importance of junior high school idiom teaching and the current research deficiencies.Taking the idioms presented in middle school Chinese teaching as the research object,the corpus-based research method,through the analysis of a large number of corpus empirical analysis,combined with the current middle school Chinese idiom learning tests and interviews,trying to improve the junior middle school idiom teaching strategy,provide a A targeted and effective idiom learning method to effectively improve the quality of junior middle school Chinese idiom teaching.Part ?: Investigation of the current situation of idiom teaching in junior middle school.First of all,by collecting and sorting out the content of idioms in the textbooks of the junior middle school language department and the mid-term exam questions in various places over the years,and integrating them into a "textbook corpus" and a "corpus of mid-term exam questions",a preliminary understanding of the idioms students should master.Secondly,classify statistics on the junior high school idiom errors in the "Elementary and Secondary School Error Corpus" to understand the types of errors that junior middle school students are prone to when learning idioms and their distribution in the three grades of junior high school.A comparative analysis of the "textbook corpus","secondary exam question corpus" and "primary and secondary school error corpus" reveals the internal connection of idiom learning.Finally,on thebasis of the previous three corpus surveys,an idiom test question was designed for idioms with high frequency and high error rate.Based on the test results,some students were interviewed about the causes of idiom errors to further understand the students 'learning idioms.The problems faced at the time will deepen the understanding of the current status of students' idiom learning.The third part: On the basis of the investigation of the current situation of junior middle school idiom teaching,classify the types of errors that junior middle school students have when learning idioms,and analyze their causes.First,based on the investigation and understanding of the current situation of junior high school students' idiom learning,the types of idiom errors are summarized into three parts: idiom writing form,understanding and application.As an example,further detailed analysis and elaboration of the types of errors in the three parts.Secondly,in the teaching of idioms,from the aspects of teachers' teaching and students' learning,it analyzes the reasons for students' errors in mastering idioms.Part ?: Based on the analysis of the types of errors and the causes of junior high school students' mastery of idioms,the strategies for improving junior high school idioms are proposed.Based on the investigation of the current situation of Chinese idiom teaching and the analysis of the cause of the problem,the strategies for idiom teaching in middle schools are proposed from the three perspectives of textbooks,teachers and idiom teaching methods.First,junior middle school idiom teaching should rely on textbooks and make good use of the idiom teaching resources in the textbooks.Secondly,teachers should improve their own level and ability of idiom teaching and give full play to their leading role in idiom teaching.Finally,idiom teaching should take the idiom errors that students are prone to be the starting point,and use a variety of teaching methods and methods to solve the problems that students are prone to in idiom learning.Part ?: Conclusion.For the research of the thesis,it points out the shortcomings of one's own understanding and research,and proposes the improvement direction for the shortcomings.Idiom teaching in junior middle school plays a role in the vocabulary teaching of middle school.Teachers should pay attention to idiom teaching.In idiom teaching,teachers should pay attention to the full use of idiom teaching resources,as well as the continuous improvement of their own teaching level.The most important thing is that teachers should take root in teaching practice,master the academic conditions,and find and discover the academic conditions.Problems,and put forward teaching strategies for the problems,so as to effectively improve the students' idioms.