Research On Project-based Classical Chinese Teaching In Senior High School

As a good carrier of Chinese traditional culture,classical Chinese is one of the important contents of Chinese courses in high school.However,the teaching of classical Chinese has been criticized,showing the phenomenon of fragmentation,"high consumption and inefficiency".The teaching of classical Chinese should abandon the inefficient and fragmented knowledge series,which is mainly dominated by teachers,and adapt to the reform of the new curriculum reform on the reform of "independent,cooperative and inquiry" learning mode of integrating teaching concepts and students.To truly implement the cultivation of students’ Chinese core literacy,it is necessary to change the traditional teaching mode of classical Chinese and give full play to the main role of students’ classical Chinese learning.Project learning,which is widely popular in European and American countries,is a teaching mode for students to construct core knowledge and key abilities in the process of solving driving problems and completing project results in real situation.Integration,situational,inquiry and cooperation based on project learning are not only effective attempts to use the new curriculum reform concept and new textbooks,but also meet the practical needs of the reform of classical Chinese teaching in high school.This study is mainly composed of five parts.The introduction first expounds the reasons,purposes and significance of the research,and then summarizes the corresponding research status of classical Chinese teaching based on project learning,high school classical Chinese teaching and project-based teaching at home and abroad.The purpose of this paper is to clarify the development and evolution clues and basic patterns of literature teaching based on project learning and high school,so as to put forward the core problems and efforts of this study.The first chapter is a review of the current situation of classical Chinese teaching in high school.Through the analysis and sorting out the data of students’ questionnaire and relevant literature,the problems existing in the current current situation of classical Chinese teaching in high school are obtained,and the reasons for the problems are analyzed.It provides a real and reliable problem for the high-level high school teaching based on project learning.The second chapter is mainly about the study based on project learning related academic interpretation.Firstly,on the basis of previous studies,this paper explains the relevant concepts,practical orientation and basic mode based on project learning.Then,combined with the problems in the teaching of classical Chinese in high school obtained in chapter one,this paper analyzes the basis and value of the teaching of classical Chinese in high school based on project learning,and demonstrates the feasibility of its implementation.The third chapter focuses on the construction of teaching practice path.The author attempts to put forward the specific practical path of high school classical Chinese teaching based on project learning from the dimensions of the determination of teaching content,the reform of teaching mode and the transformation of teaching evaluation.In chapter 4,the author makes a specific course design for the teaching of classical Chinese in high school based on project learning.The high school classical Chinese teaching based on project learning is divided into the initial stage,exploration stage and summary stage,and four specific types of project guidance course,knowledge construction course,inquiry guidance course and evaluation summary course are designed,so as to construct a practical framework for the curriculum implementation of high school classical Chinese teaching based on project learning.The purpose of this study is to solve the problems existing in the teaching of classical Chinese in high school based on project learning,and to provide theoretical support for the teaching of classical Chinese in high school based on project learning and construct a practical framework.However,due to the deficiency of the author’s research ability and practical experience,the influence and treatment of the difference of students’ learning ability,the difficulty and limitation of teaching design and implementation of teachers based on project learning,and the detailed processing method of specific teaching courses,etc.,still need to be further improved.