Research On The Application Of Participatory Teaching In Rural Senior High School Classical Chinese Teaching

Classical Chinese is an important carrier of traditional Chinese culture.It is especially important for individual students to actively participate in the teaching activities of Classical Chinese,cooperate and discuss with other individuals,accept the influence of traditional culture,and form an aesthetic perception of traditional culture.Therefore,classical Chinese has always been the difficulty and focus of high school Chinese teaching.How to improve the effectiveness of classical Chinese classroom teaching has attracted much attention.In 2018,the "General High School Chinese Curriculum Standards" was officially published.It also proposed: "Creating a comprehensive learning environment,carrying out independent,cooperative,and inquiring learning." The concept of participatory teaching coincides with this requirement.However,in the actual teaching process,especially in classical Chinese,participatory teaching has long been "appears and divorced" and has become a form.The teaching situation in rural high schools is particularly severe.Many rural schools have various puzzles and difficulties in the specific practice of participatory teaching due to the influence of regions,economy,student level,teaching staff,etc.Under the guidance of the concept of the new curriculum,this article combines the current status of participatory teaching of classical Chinese in rural senior high schools to explore the specific implementation strategies of participatory teaching that meets the characteristics of rural students' own learning and the development of rural senior high schools,and implements participatory teaching in rural areas.In the practice of high school Chinese language teaching,it plays an important role in classroom teaching.This article takes the first year students and teachers of the Fourth Senior High School in Ningxiang City,Hunan Province as the survey and research objects,using questionnaire surveys,classroom observations and other research methods to understand the inaccurate learning goals and ineffective methods of participatory teaching in the application of rural high school Chinese language teaching,Participation is not active and the teachers' classroom teaching model is single,the teaching content is rigid,and the current situation of the students' solidified problems is evaluated.Based on the analysis of students,teachers,and environmental reasons,the application strategies for guiding students to actively participate in these three aspects,improving the overall quality of teachers,and optimizing the education and teaching environment are put forward Then,according to the implementation effects of the application strategies,participatory teaching in rural areas For the specific implementation of high-level Chinese language teaching,more specific and feasible recommendations are further proposed: one is to follow the two implementation principles of "reasonableness and moderation";the other is to implement "determine goals first,choose methods;then make Plan,prepare for implementation;then take active action,display the results;finally evaluate and reflect on the four-step implementation steps;the third is to choose a variety of teaching methods such as "problem exploration,reading experience,mind map,textbook drama" and so on.Chinese textbooks(New Curriculum Standard People's Teaching Edition)compulsory classical Chinese participatory teaching methods are initially recommended for applicable articles.This research also has shortcomings.It is necessary to further summarize experience and improve application strategies to get out of the predicament for the teaching of classical Chinese in rural middle schools and continue in-depth research.