The Study Of Teaching Strategies For Group Reading Of Classical Chinese In Senior High School Textbooks

With the introduction of the general high school textbooks compiled by the Ministry of Education,the creation of unit learning tasks,learning task clusters and core literacies has brought attention to the teaching of group reading.The teaching of classical Chinese has always been a major challenge,often time-consuming but ineffective.In this paper,we explore the teaching strategies of group reading of classical Chinese in the Ministry of Chinese Language and Culture.Based on the extensive literature and lesson examples read,this study combines the concept of group reading and the distribution of classical Chinese in the general high school textbooks compiled by the Ministry of Education with the design of a questionnaire and interviews with teachers.From the results of the questionnaire and teacher interviews,the analysis reveals that there are three major problems in the teaching of group reading of classical Chinese: lack of holistic design of topics,lack of flexibility in the organization of texts,and lack of student subjectivity in the classroom.Based on the survey and analysis of the current situation of group reading teaching in the classical Chinese,we propose relevant strategies.In the first place,the topic design is based on the relationship between the text,focusing on the teaching objectives,combined with the examination requirements,and paying attention to students’ learning conditions,and the four integrated aspects of "literary language","article","literature" and "culture" can be integrated.The four aspects of "culture" can be used as entry points for the design of topics.Secondly,when organizing texts,you should first fully understand the various relationships between texts,such as commonality,contrast,progressiveness,complementarity and whether it’s primary or secondary,and then make use of these relationships to organize texts in the form of parallel readings,backto-back readings,or a combination of primary and secondary.Finally,four strategies,including collaborative pre-learning,contextual task-driven,standardized language approaches and diverse ways of presenting results,are used to motivate students and increase the effectiveness of collective comprehensive construction and consensusbuilding.At the end of this article,we present examples of group readings of The Ten Thoughts of Emperor Taizong and The Letter of Reply to Sima’s Admonition,which were designed using the above strategies,to demonstrate the operability of the strategies.