Research On The Teaching Strategy Of Guided Reading Of Chinese Classics In Junior High School—Take "Camel Xiangzi" As An Example

Ancient fables contain profound cultural heritage and play an important role in Chinese classical literature.As the beginning and essence of ancient Chinese fables,pre-Qin fables deeply reflect social reality and life philosophy with their rich content,vivid and interesting plots,and three-dimensional characters.They are an outstanding traditional Chinese culture.Pre-Qin fables,as the beginning of ancient fables,were selected into the junior middle school Chinese textbooks compiled by the Ministry.Therefore,this thesis takes the pre-Qin fables of Chinese language in junior high school as an example to explore the application of situational teaching method in the pre-Qin fables in junior high school.Through the research on the situational teaching methods in the pre-Qin fable teaching,the author finds out the problems,discusses their causes,and puts forward corresponding teaching countermeasures.The intention is to explore more effective situational teaching methods to maximize the teaching effect.This topic focuses on the research on the teaching strategies of pre-Qin fables in junior middle schools under the basic situational teaching method.It is mainly composed of three parts: introduction,text and conclusion.The introduction part includes the topic selection and research significance.In addition,combined with a large number of literature materials,the core concept is defined,the domestic literature related to this topic is discussed,and the research methods of this topic are listed.In the main text,the author mainly discusses the applicability of the situational teaching method in the teaching of pre-Qin fables.Secondly,the author mainly discusses the status quo of situational teaching method in the teaching of pre-Qin fables in junior high schools,conducts investigations in the form of questionnaires,collects research data,and masters junior high school Chinese teachers’ understanding of situational teaching methods and pre-Qin fables.The status quo of Chinese teachers and students applying situational pedagogy strategies in the teaching and learning of pre-Qin fables.Thirdly,the author conducts attribution analysis on the problems of teachers and students on the basis of analyzing the questionnaires.Finally,according to the problems and causes,the author systematically discusses the basic strategies of pre-Qin fable teaching in junior middle schools based on the situational teaching method,and provides suggestions for the teaching practice of front-line teachers.