Study On The Bridging Teaching Of Chinese Language And Literature In Primary And Secondary Schools Under The "Five-Four" Academic System

As the essence of traditional Chinese culture,literary texts are a key component of students’ learning at the compulsory education level.However,as the school level rises,the teaching of reading in Classical Chinese today is in a difficult situation,due to the increased emphasis on traditional culture in national policy documents and new curriculum standards on the one hand,and the low interest and obstacles in students’ learning of Classical Chinese on the other.It is important to pay close attention to the articulation of teaching and learning at the beginning of primary and secondary schools in order to facilitate students’ future learning of literary texts.The Five-Four School System as one of the current school systems in China,has its own rationale for articulating the teaching of literary texts compared to the Six-Three School System,but it also presents many problems in the practice of bridging teaching.This paper explores the basic features of the Five-Four School System in terms of curriculum standards,the use of teaching materials,teachers and students,investigates the current situation of bridging teaching in the region,and proposes corresponding bridging strategies.The introductory section introduces the reasons for the selection of the topic,sorts out the existing research results on language bridging teaching and language bridging teaching in primary and secondary schools,defines the main concepts,and clarifies the current status and significance of the research in this paper.The main text is divided into five chapters as follows:The first chapter is based on the actual teaching of literary language in primary and secondary schools,and demonstrates the distinctive features of the "five-four" academic system in the context of the new curriculum in the teaching of literary language,laying a theoretical foundation for the content of the second,third and fourth chapters.The second chapter combines the teaching practice of School C in Zibo to understand the current situation of bridging teaching of the Chinese language in that place.Through the investigation and interviews of the schools adopting the two academic systems respectively,while clarifying the characteristics of the "Five-Four" academic system of the articulation of the teaching of Chinese language and literature,we find that there are problems in it,which will provide a factual basis for the analyses of the following chapters.Chapters 3 and 4 analyze the survey results and interview results,summarize the reasons leading to the disconnection of the articulation teaching of Chinese language and literature from four aspects,namely,the curriculum standard,the use of teaching materials,the students and the teachers,and combine with the existing experience of articulation teaching in School C,put forward the articulation teaching strategies on this research path: based on the curriculum standard,clarify the articulation goal;pay attention to the selection of teaching materials,establish the path of articulation;do well in the articulation of the pedagogy and enhance the learning methods guidance;enrich the form of activities to optimize the articulation of literature and language.Based on the articulation teaching strategies mentioned above,Chapter 5 proposes a teaching design for the first literary text of junior high school,"Boya’s Drumming the Qin",as an example: introduce the old stories to highlight the theme;emphasize the students’ main body and dredge up the problems on their own;and carry out diversified activities to stimulate the interest.Based on this,the articulation strategy is applied to teaching practice,and the advantages and shortcomings are reflected and suggestions for improvement are made.