Research On The Teaching Strategies Of Classical Chinese In Junior High School From The Perspective Of Deep Learning

Classical Chinese prose is an important part of Chinese teaching content.The main goal of classical Chinese teaching in junior middle school is to guide students to understand the meaning of classical Chinese,taste classical Chinese and cultivate language sense in the process of reading classical Chinese.Deep learning is a learning method based on understanding and construction and focusing on the participation of higher-order thinking.It focuses on cultivating learners' conscious and active learning consciousness and critical thinking ability.It has the characteristics of emphasizing constructional learning,paying attention to the ability of problem solving,and pointing to the development of higher-order thinking.In-depth learning of classical Chinese is a learning method that focuses on the essence of classical Chinese,articles and culture with the help of classical Chinese texts and teaching materials,and improves students' classical Chinese reading ability and Chinese literacy in language practice activities.From the perspective of deep learning,the teaching of classical Chinese in junior high schools aims to stimulate students' interest in learning classical Chinese,cultivate students' consciousness of independent learning,promote students to construct classical Chinese knowledge system and develop their thinking ability in order to achieve deep and measured learning.Through questionnaire survey,interview and classroom observation,341 middle school students in Lanzhou City and 12 middle school Chinese teachers in Gansu Province were investigated in this study.According to the analysis of statistical results,it was concluded that there were many problems in classical Chinese teaching in middle school from the perspective of deep learning.The most obvious characteristic is the homogenization of teaching objectives.The uniform teaching mode has little effect on the transfer of classical Chinese and the cultivation of students' application ability.Secondly,guided by "exam-oriented" teaching still occupies the writings in classical style teaching main land,under the influence of the concept,the choice of the teaching content tend to "test" as a standard of measure,which makes the students' learning in the "local",in the long term,not only improves students' understanding of classical Chinese ability,but reduces the learning motivation;At the same time,the simplification of classroom teaching methods also intensifies the passive learning of students,which is difficult to stimulate their inner interest in learning;In addition,the utilitarian phenomenon of teaching evaluation ignores the hidden learning behaviors of students and pays more attention to the explicit learning results.However,the situation of classroom teaching on the basis of this article often makes students study on the surface of classical Chinese,and students' critical thinking ability is difficult to develop.The main reasons for these phenomena are as follows: the blindness of teachers in teaching makes students' understanding of classical Chinese too one-sided;The teacher's own classical Chinese literacy is not good enough to make students' learning become a mere formality;Under the influence of exam-oriented education,students' classical Chinese learning ability is weak.In view of this,under the guidance of 7 powerful strategies of deep learning and Bloom's taxonomy of new educational goals,this study puts forward the teaching strategies to optimize the middle school classical Chinese,that is,based on the text,implement the teaching objectives;According to the learning situation,carry out precise teaching;Conveniently set up situations to promote deep thinking;Inductive application,connection background knowledge;Reviewing the old and knowing the new,constructing classical thinking;Accumulate and consolidate,promote knowledge transfer;To optimize the evaluation,toward the unity of knowledge and action and other suggestions,in order to achieve the depth of classical Chinese learning.