Research On The Teaching Interpretation Of The Classical Chinese In The Junior Middle School

Classical Chinese as a text,born out of a certain historical background,carries a rich traditional culture,is an important asset for future generations to learn,inherit,and develop the language,literature,and ideas of the ancients.It provides spiritual nourishment and adds cultural heritage to the long-term development of a country.,Enhance cultural self-confidence.Among them,the classical Chinese text selected as the junior middle school Chinese textbook is the excellent work carefully selected by the textbook writers in the vast treasure trove of classical Chinese text.Whether it is literary words or ideas,it is worthy of careful study and active internalization by teachers and students.However,in actual teaching,classical Chinese teaching has always been a difficult problem in junior middle school Chinese teaching,and it has not maximized its role as teaching text.Based on the above problems,it is of practical and theoretical value to study and improve the interpretation of Chinese language teaching at the beginning of the year.The thesis is composed of six parts: The first part is an introduction.First,it explains that the research originated from the early Chinese language teaching which has attracted much attention and is difficult to teach;and the early Chinese language teaching is not effective and has problems.Secondly,it summarizes the research from three angles: the teaching of Chinese language teaching in early Chinese,text interpretation in Chinese teaching and teaching interpretation in Chinese teaching.Next,the research significance is analyzed from the theoretical and practical perspectives.Finally,the literature research method,case analysis method and comparative analysis method are regarded as the main research methods.The second part is an overview of teaching interpretation,defining the concepts of teaching interpretation,literary interpretation and text interpretation;comparing the differences and commonalities between teaching interpretation and literary interpretation,thus obtaining an accurate understanding of teaching interpretation.The third part is to analyze the problems of interpretation "stiffness" and "alienation" in the interpretation of the current Chinese language teaching in early Chinese,and propose that improving the interpretation of Chinese language teaching in early Chinese is conducive to improving the effectiveness of teaching and inheriting China's excellent traditional culture.The importance of the interpretation of classical Chinese teaching.The fourth part is the study of the interpretation strategy of Chinese language teaching in the early Chinese,including three parts: clear interpretation basis and effective practice.The interpretation basis includes the limitation of course objectives,the requirements of the characteristics of classical Chinese,and the writer 's Prompt and reference for junior high school students' academic background.Finally,effective practice includes three tasks: establishing scientific interpretation goals,interpreting "literacy",interpreting "articles" and "literature",and interpreting "culture".The fifth part is a case List,according to the interpretation strategy of the previous chapter,give a specific teaching interpretation of the text of "Humble room" as an example.The last part is the conclusion and a summary of the full text.