Research On Teaching Practice Of "Hongmen Banquet"

As a classic literary work,"Hongmen Banquet" has a rich selection of teaching content such as language,structure,narrative techniques,and story connotation.It is worthwhile to investigate in-depth that which content should be selected to make teaching more valuable.This paper systematically compares the changes and differences in the teaching content focus of "The Feast of Hongmen" since the founding of China in a chronological manner to provide a more comprehensive reference for the teaching in the period of language core literacy.The research content of this paper is to sort out the requirements of the Chinese syllabus or Chinese curriculum standards in different historical periods for the teaching of "Hongmen Banquet",the inclusion of "Hongmen Banquet" in different versions of Chinese textbooks,and the basis for the selection of the classroom teaching content of "Hongmen Banquet" in different historical periods The above provides some teaching enlightenment for the current teaching of "Hongmen Banquet".The specific content of this paper is as follows:The first chapter is the "Hongmen Banquet" in the classroom during the period of national general teaching materials(1949-1986).The syllabus and textbook compilation in this period point to the teaching of The Hongmen Banquet,which is mainly reflected in the training of students' accumulation of literary and linguistic knowledge and the ability to use modern languages.The classroom teaching content of "Hongmen Banquet" focuses on the explanation of words and sentences,and the generalization of the plot,the character image,the character image description and the narrative techniques is kept at a superficial level.This makes it difficult for teaching to analyze and interpret the rich cultural connotation of the article.The second chapter " Hongmen Banquet"(1987-2016)in the classroom of the "One Outline,Multiple Books" period.At this stage,the traditional Chinese education concept was impacted,and the vigorous "Chinese discussion" further promoted the Chinese curriculum reform.The teaching content of "Hongmen Banquet" has undergone great changes.The teaching of basic knowledge of classical Chinese has been significantly reduced;the understanding and analysis of the text content has increased.The content of classroom teaching is almost focused on plot summary,character image,character image portrayal and narrative techniques.The teaching content of "Hongmen Banquet" is one-sided,and the problem of teaching mechanization is becoming more and more serious.The third chapter "Hongmen Banquet" in the "Ministry Period" classroom(2017 to present),the curriculum background of the core literacy of Chinese at this stage has endowed Chinese teaching with new connotations and missions of the times.Curriculum standards and textbooks are closely related to the core literacy of Chinese.The selection of teaching content should be based on the humanistic theme of the unit,in line with the learning task group and unit learning goals.Finally,combined with the innovative teaching of "Hongmen Banquet" by the two teachers,Yao Wenyan and Wu Limei,the experience summary and reflection of "Hongmen Banquet" under the concept of Chinese core literacy are carried out.Finally,combined with the teaching situation of "Hongmen Banquet" from1949 to the present,summarize the experience and shortcomings of "Hongmen Banquet" teaching,and provide some reference teaching enlightenment for the teaching of "Hongmen Banquet" under the concept of Chinese core literacy:appropriate amount of classical Chinese knowledge teaching;Establish the awareness of "group writing" in the process;self-reading texts and lectures should complement each other;handle the relationship between the "traditional tasks" and "new tasks" in the teaching of "Hongmen Banquet";choose expanded materials that fit the teaching tasks.