Research On The Teaching Of Chinese Grammar Knowledge In Junior Middle Schools In The Unified Edition Textbook

The recent 2011 edition of the compulsory education Chinese curriculum standard teaching suggestions clearly mentions that students must have the ability to use grammatical knowledge to solve practical problems in Chinese,which emphasizes the ability of students to master and use grammatical knowledge.However,the author found that there is a tendency to dilute or even completely lack grammar teaching in teaching practice.Many teachers do not teach grammar knowledge,or do not know how to teach,and ignore the role of grammar knowledge in Chinese teaching.This has led many students to solve some practical problems in Chinese(modifying wrong sentences,dividing the rhythm of reading aloud,explaining the meaning of ancient Chinese words,translating ancient sentences,etc.),more or less encountering grammatical problems.Especially in the aspect of composition,most students have great problems in the expression of words and sentences,which in fact shows that the students' understanding,mastery and application of the basic knowledge of grammar are not good enough,which obviously violates the core literacy of Chinese.The core quality of "language construction and application" in.In this article,the author first sorts out the origin and development of grammar knowledge teaching in the more than 100 years from 1902 to the present.This part is mainly divided into three periods of 1902-1948,1949-2000,and 2001 to present.It organizes and summarizes the Chinese syllabus,curriculum standards,teaching materials and teaching content,trying to understand the development context of grammar knowledge teaching.The second part elaborates the necessity and importance of grammar knowledge teaching from three aspects: grammar knowledge helps students to read and understand texts,improves language expression and writing skills,and facilitates the learning of other language subjects.The third part analyzes the grammatical knowledge content,layout position and introduction form of the "Unified Edition Textbook" and the question type,content,and score of the Nanchang High School Entrance Examination in the past three years,so as to learn grammatical knowledge content.And examine the status quo for research.The fourth part is mainly through interviews with teachers and questionnaire surveys of students to understand teachers' professional abilities in grammar knowledge,the current teaching situation of grammar knowledge and the impact of grammar knowledge on students' learning;junior high school students' attitudes and mastery of grammar knowledge learning Circumstance,and analyze its causes based on this.In the fifth part of the article,based on the analysis of the existing problems and reasons of the current grammar teaching in the previous part,it puts forward several practical grammar knowledge teaching strategies from the perspective of teachers.Including to improve the teacher's own quality,to be a "Master";to stimulate students' interest in learning;to explain with the text and summarize the explanation.