Research On Implementing Context-based Teaching Of Classical Chinese In High School

There are always dilemmas in teaching Classical Chinese Literary texts in high school,with students’ lack of interest and teachers’ single teaching method,those problems have made it difficult to achieve the goal of understanding and transmission of excellent traditional culture.As a teaching method,contextual teaching can stimulate students’ interest in learning and achieve the best teaching effect by creating typical scenes.This teaching method has outstanding advantages in teaching Classical Chinese Literary texts because of its characteristics of "stimulating interest in learning" and "eliciting emotional experience".Therefore,it is necessary to use contextual teaching method in teaching high school Classical Chinese Literary texts.This paper is a study in the following aspects.The introductory part of this paper discusses three aspects: the background of the selected topic,the purpose and significance of the study,and the research method,which serves as a pavement for the rest of the content.The first chapter compares the relevant studies on contextual teaching,defines the concept of contextual teaching in this paper,and reviews the domestic and international studies on contextual teaching.The second chapter discusses the teaching requirements and the current situation of teaching Classical Chinese Literary texts in high school.In terms of teaching requirements,teachers should help students master typical basic knowledge and understand inherited traditional culture,while stimulating students’ interest in learning;in terms of the current situation of teaching,students are not interested in learning Classical Chinese Literary texts,and teachers have problems such as poor in-class organization and ignorance of students’ thinking.The third chapter covers the theoretical basis and principles of contextual teaching and learning of Classical Chinese Literary texts in high school.It provides the theoretical basis for the implementation of contextual teaching and learning of Classical Chinese Literary texts in four aspects: contextual cognitive theory,educational goal classification theory,constructivist theory and the High School Language Curriculum Standards,and proposes four principles that contextual teaching of Classical Chinese Literary texts should follow: joyfulness,modernity,purposefulness and the principle of appropriateness.The fourth chapter is about the implementation methods of contextual teaching of Classical Chonese Literary texts.Combining the author’s teaching practice and the excellent cases of other teachers,it summarizes five contextual teaching methods suitable for use in teaching literary texts,including music rendering and role interpretation,in order to provide reference for front-line teachers’ teaching practice.Chapter 5 presents several teaching cases designed by the author to provide a more intuitive reference for contextual teaching of high school Classical Chinese Literary texts.The concluding part of this paper is the author’s reflections on contextual teaching in Classical Chinese Literary texts,which should be both appropriate and moderate,and should not only look at the positive effects it produces but also pay attention to the negative effects brought by its excessive use.