Research On The Teaching Of Classical Chinese In Senior High School Based On Situational Task

With the development of The Times and the promotion of curriculum reform,classical Chinese teaching is also seeking reform and innovation.As an important part of Chinese teaching,it is an important problem in the current teaching reform of Classical Chinese that how to break through the teaching mode of classical Chinese which is mainly based on lecturing and explore the teaching methods and modes which can fully stimulate students’ potential and better satisfy students’ demands for physical and mental development.As the implementation path of reading teaching under the concept of new curriculum standard,"situational task" is a new exploration of classical Chinese teaching."Situational task" refers to that teachers place the tasks that students need to complete in a certain situation and drive students to achieve the learning task with the help of the situation,which can be expressed in various forms such as scenes,events,guiding materials or contexts.This paper explores the teaching mode of classical Chinese reading in senior high school from the perspective of "situational task".This study through literature review,questionnaire,interview,case view,practice exploration and experience status quo,analysis of the writings in classical style teaching tasks based on the situation of high school writings in classical style teaching principles,design dimension,grope for the implementation of strategies and teaching patterns,for the teaching practice and teaching research provide valuable reference.Situation task under the perspective of classical Chinese reading teaching,the situated cognition and learning theory,constructivism theory,theory of multiple intelligences Gardner,and scaffolding instruction and relevant theory of the zone of proximal development,efforts to change the teaching form and content,deepen the science literacy and cultural concept,promote the students’ pragmatic competence,thinking level,aesthetic understanding and the development of cultural self-confidence.The design of situational tasks in classical Chinese teaching should follow the principles of "harmony","authenticity","conflict" and "openness",and design and implement situational tasks according to the steps from teaching materials,students,classroom and evaluation.At the same time,attention should be paid to avoid the mistakes of design deviating from teaching practice,paying too much attention to interest,lack of scientific planning,unclear task direction and so on,and strive to complete teaching tasks perfectly and achieve teaching objectives.According to different teaching contents and teaching objectives,teachers can flexibly choose teaching strategies in the form of experience,contrast,conflict,induction or expansion to design situational tasks,and adopt teaching modes of independence,step,reversal,divergence or convergence to plan classical Chinese class,so as to promote students’ in-depth understanding of texts to the greatest extent.The teaching of classical Chinese based on situational task should be based on the relevant theory of situational task and construct classical Chinese classroom with a scientific attitude.We should take "wen" and "yan" as the basis of situational task design and carry forward the characteristics of classical Chinese.The design direction of situation task should be reasonably grasped according to teaching materials and students’ actual situation.On the basis of satisfying students’ "interest-based" needs,we should strive to give them "real" harvest in line with the cognitive law.Context tasks should be flexibly designed and implemented by combining the uniqueness of text and the multi-dimension of classroom.High school classical Chinese class based on situational tasks should create an open field,open students’ thinking,and promote students’ overall development to the maximum extent.