The Teaching Research Of Classical Chinese Content Words "Yi Zi Polysemy" In Junior Middle School

Classical Chinese is a unique cultural phenomenon in China,and the teaching of classical Chinese is one of the important contents of Chinese teaching in primary and secondary schools.The accurate grasp of the polysemy of the word affects the students’ understanding of the content of the article,the cognition of the charm of Chinese characters,and the appreciation of ancient culture,which has a position that cannot be ignored in the teaching.Based on this,this paper studies the teaching of polysemy of classical Chinese content words in the unified compilation of junior middle school Chinese textbooks.This paper is divided into four parts.The first part is the sorting and analysis of the unified compilation of Chinese textbooks for junior middle school.Firstly,the classical Chinese articles of the six textbooks are collected to understand the characteristics of the arrangement,including the theme,content and quantity of the selected texts.The 90 common content words are mostly polysemous words and concentrated in the classical Chinese units of grade 8 and 9.Different meanings of the same word often appear simultaneously in the same text.The second part is the investigation and analysis of the present situation of the polysemy teaching of content words in junior high school classical Chinese.This paper adopts two forms of questionnaire and classroom observation to investigate.At present,in the teaching and learning of classical Chinese with polysemy,the following aspects are not satisfactory:teachers’ awareness of cultivating students’ self-learning needs to be strengthened;teachers’ rigid teaching forms and methods do not fit the characteristics of students in the new era;students fail to establish scientific and good learning habits of classical Chinese.The third part is about the teaching strategy of "Yi Ci polysemy" in classical Chinese in junior high school.The discussion is carried out from three perspectives: pre-class,classroom teaching and after-class review and expansion,involving two dimensions of teachers and students,focusing on the teacher level.Teachers should clarify the original meaning and relate the extended meaning when preparing lessons;Combined with exegetical knowledge,understand the character and cultural connotation;Set up preview tasks to cultivate students’ autonomy.The classroom teaching should combine the context to explore the meaning of words;Idiom association,transfer connection;Integrate into the culture,increase the thickness;Grammar knowledge,with the text explained;Pay attention to the situation,open activities;Increase reading and cultivate language sense.After class,we should summarize the classification of meaning extension and enhance comprehension memory.Skillfully use the meaning of the accumulation of this,the formation of meaningful memorization;Attach importance to the systematic use of practice and strengthen the teaching effect.The fourth part is teaching case design.According to the previous chapter,the teaching design of "Peach Blossom Source" is carried out.While completing the basic teaching objectives,a variety of teaching strategies should be used to appropriately add some polysemy teaching content related to the text,strengthen the teaching effect of polysemy in the text,and improve the ability of students to understand polysemy.