A Pragmatic Approach To The Teaching Of Classical Chinese In Junior High School

There are two important prerequisites to make good use of the unified Chinese textbook to insist on establishing moral character and to base on core quality.The Chinese textbook in the unified edition attaches importance to the classical selections and enlarges the proportion of the traditional cultural items,which means that the education should attach importance to and inherit the excellent traditional culture.It is the inevitable requirement of the times to learn,inherit and develop the excellent traditional culture,and it is also the duty-bound responsibility of Chinese education.Classical Chinese is not only the carrier of excellent traditional culture,its teaching is also an important way to inherit and carry forward the excellent traditional culture and to cultivate students' core quality of Chinese.How to give full play to the role of classical Chinese teaching,to better achieve the goal of cultivating moral quality and the core quality of Chinese is a problem that must be considered in classical Chinese teaching.As a part of the junior middle school Chinese curriculum,the simple Classical Chinese plays a very important role in the establishment of moral cultivation and the cultivation of students' core Chinese qualities,it undertakes a part of language education including language education,emotional education and aesthetic education.However,the present situation of the teaching of classical Chinese in junior middle school is not optimistic.The most important and main learning goals of the students,namely,language construction,thinking improvement,aesthetic appreciation and cultural inheritance,have not been well demonstrated.Based on the fact that pragmatic concept is permeated in all the textbooks,scholars have made a deep research on the application of pragmatic theory to Chinese teaching.On this basis,this paper proposes a pragmatic approach to the teaching of Classical Chinese,it is believed that the combination of pragmatic theories in the teaching of classical Chinese in junior high school will promote the improvement of the existing problems in the teaching of Classical Chinese,it is also an effective way to promote the students' ability to use the language,improve their language literacy,and improve the efficiency of the teaching of classical Chinese in junior middle school,no matter for improving the teaching quality of classical Chinese,it is of great significance and value to improve students' Chinese accomplishment or to inherit and carry forward the excellent Chinese traditional culture.Based on the curriculum standards and the textbook,this paper,through the investigation of junior middle school students and interviews with teachers,finds out the problems existing in the teaching of classical Chinese in junior middle school,and puts forward the teaching strategies based on the pragmatic theory.This paper is mainly divided into six parts.The introduction mainly summarizes the background of putting the pragmatic theory in the classical Chinese writings in junior middle school,summarizes the relevant literature,explains the significance of this study,and defines the core concepts,the research methods and the theoretical basis of the research are explained.The first chapter of the thesis explains the necessity of the research through the status of the simple Classical Chinese in the unified junior middle school textbook,the fact that the simple Classical Chinese teaching is the requirement of the pragmatic teaching and the Chinese curriculum standard of compulsory education in 2011.In the second chapter,the author investigates the present situation of the teaching of the simple Classical Chinese in junior middle school,analyzes the present situation of the teaching of the simple Classical Chinese in junior middle school by combing the questionnaire of students and the interview of teachers.The third chapter based on the second chapter of the investigation and analysis of students and teachers in learning and teaching problems and the reasons for problems.The fourth chapter is based on the pragmatic theory,combined with the investigation in the second chapter and the analysis in the third chapter,from the pre-class preparation stage,the classroom teaching stage and the after-class review stage proposed the teaching strategy of the simple Classical Chinese.The fifth chapter is the teaching practice research,mainly from the teaching plan writing and the teaching practice,the teaching practice reflection and the summary three aspects start,validates the Junior Middle School Easy Classical Chinese teaching strategy based on the pragmatics theory the validity,with a view to the junior high school easy classical Chinese teaching to provide an effective reference.Based on pragmatic theory,the teaching of Classical Chinese in junior high school is not a utilitarian education,the process is not short-term,but the long-term planning of the education.We should focus on pragmatic accumulation and pragmatic tempering,so that students can really improve their ability to use language in the teaching of simple Classical Chinese and appreciate the charm of the language of the motherland,so as to inherit and carry forward the excellent Chinese traditional culture.