The Strategy Research Of Classical Chinese Teaching In High School From The Perspective Of Inter-subjectivity

Classical Chinese is a key focus in high school Chinese language teaching.At present,there are difficulties in teaching and learning classical Chinese in high schools,and the root cause lies in the gap between students,teachers,and the text.Inter-subjectivity is a new communicative paradigm that can better explain the relationship between multiple subjects.Under the perspective of inter-subjectivity,teachers and students can engage in dialogues and exchanges with the text,achieving a fusion of perspectives through interaction and understanding.Inter-subjective teaching can help students overcome dependency and closed communication,better learn classical Chinese,enhance their perception of traditional culture,and carry forward the excellent Chinese culture.This paper investigates and analyzes the current situation and existing problems of classical Chinese teaching in high schools from the perspective of inter-subjectivity,and explores feasible strategies for teaching classical Chinese using inter-subjective theory.Chapter 1 provides an overview of inter-subjectivity theory.Inter-subjectivity has different connotations at different philosophical levels,and its basic characteristics can be summarized as equality in communication,interaction between subjects,and understanding in dialogue.This breaks the closed nature of possessive subjects and achieves dialogue,understanding,and sharing among subjects.Chapter 2 analyzes the intrinsic connection between inter-subjectivity theory and high school classical Chinese teaching.The characteristics of high school classical Chinese include:a wide range of selections,a large time span,and a greater difficulty in communication between ancient and modern times;many masterpieces,beautiful in both form and content,providing the possibility of dialogue between ancient and modern subjects;a variety of genres,covering a wide range of topics,offering the possibility to gain a deeper understanding of traditional culture;and diverse forms and objectives,providing opportunities for multiple subject interactions.We should carry out dialogue teaching to bridge the gap between students and classical Chinese,and enable students to appreciate diverse cultures in the process of understanding and identifying with the works.As an inherent requirement for high school classical Chinese teaching,,the advantages of implementing inter-subjective classical Chinese teaching include optimizing the teaching process,cultivating students with inter-subjective qualities,and inheriting and promoting Chinese traditional culture.Chapter 3 discusses the current situation of classical Chinese teaching in high schools from the perspective of inter-subjectivity.Combining inter-subjectivity theory with questionnaire surveys and interviews,the research investigates the current situation of high school classical Chinese teaching.The study finds that there are the following problems in the current teaching practices: lack of generative teaching,classroom neglect of student subjectivity,low student interest,limited student interaction,and weak inter-subjective awareness among students.Chapter 4 explores the conditions and strategies for applying inter-subjectivity theory in high school classical Chinese teaching.To introduce inter-subjectivity theory into classical Chinese teaching,it is necessary to first establish the teaching domain,clarify the content of dialogue,and develop communication rules.On this basis,specific teaching strategies can be proposed from three aspects: creating learning communities,engaging in listening and speaking interactions,and promoting understanding and generation among multiple subjects.Chapter 5 presents a practical exploration of classical Chinese teaching from the perspective of inter-subjectivity in high schools.Using the text "Shi Shuo" as an example,the inter-subjective classical Chinese teaching design aims to guide students to feel the author’s courage to rectify the social issues,and understand the author’s wisdom in advocating the tradition of learning from teachers.The effectiveness and shortcomings of teaching strategies are evaluated and reflected upon through actual teaching,assessment,and reflection.The innovations of this paper include: constructing a diverse subject base for classical Chinese teaching while proposing listening and speaking teaching strategies,enriching the subjectivity theory in teaching,and effectively improving the quality of classical Chinese education;and exploring the construction of classical Chinese teaching domains,breaking through the limitations of traditional situational theory.