The Application Of Chinese Character Knowledge In Classical Chinese Teaching In Junior Middle School

Classical Chinese,the wisdom of the ancient people,is the carrier of traditional Chinese culture.It plays an important role in Chinese teaching.In traditional writings,Classical Chinese often follow the rule of “reading,translating,reciting.” Teachers spend a lot of time explaining words but mostly failed for students' mechanical memory.Chinese characters are ideographic.Although,after a long period of evolution,it still retains strong rationality,and behind it is rich cultural information.This paper will introduce the knowledge of Chinese characters into the teaching of classical Chinese in junior high school and expounds its important significance in teaching.Afterwards,the author discusses the principles and strategies of applying it to the actual teaching,and improves the teaching effect of classical Chinese.Furthermore,this paper will take the“Chinese Textbooks Compiled by the Ministry”,which was launched nationwide in September 2017,as an example to study the feasibility of applying Chinese character learning knowledge in current Chinese teaching.This paper is divided into four chapters.The first chapter mainly introduces the theoretical basis of applying the knowledge of Chinese characters in the teaching of classical Chinese at junior high school.The main content includes the basis of Chinese characters,psychological basis,and pedagogy basis,which lay the foundation for scientific research.The second chapter mainly elaborated on the classical Chinese teaching goal and the significance of junior middle school.The clear teaching goal is primary work.In addition,this paper analyzes the classical Chinese examination questions in Fuzhou city of Fujian province in the past ten years to explore the evolution of the examination methods and contents of students' knowledge mastery in the actual examination.After that,the author elaborates its significance from the teaching effect,the student development,the cultural inheritance.The third chapter discusses the four major knowledge that was applied to the teaching principles and strategies of Chinese graphological.It cannot be introduced blindly,need to grasp the objective,scientific interpretation of the moderate,interest principle,and it can use practical teaching with an interpretation of characters with text,construction of word meaning system,and comparative analysis strategy.They provide a certain interpretation of the case for the teacher in the class.The fourth chapter mainly discusses the implemental conditions of applying the knowledge of Chinese characters to the teaching of classical Chinese in junior high school and explains it from the three aspects of teaching materials,teachers and the development of curriculum resources.The author hopes that she can provide some references and suggestions for practical teaching.