Study On The Teaching Of Figurative Figures Of Speech And Confusable Figures Of Speech In Junior Middle School

The teaching of metaphors and confusing figures of speech is conducive to the cultivation of students’ aesthetic taste and Chinese literacy,the enhancement of their language appreciation ability,and the further development of Chinese traditional culture and the enhancement of the international influence of Chinese.Metaphor and confusing figures of speech occupy a large proportion in the Chinese textbooks of junior high school,which is a very important rule of Chinese language.As an important content of Chinese teaching in middle school,its position and function have attracted more and more attention.The study of metaphors and confusing figures of speech is helpful to improve the comprehensive quality of junior students.This research topic attempts to start from the teaching status and teaching needs of figurative and confounding figures of speech,combined with the questionnaire survey,as far as possible to provide a modest contribution to the teaching of figurative and confounding figures of speech,to provide teaching reference suggestions for the majority of frontline Chinese educators.This paper is divided into five parts.The first part is the introduction,which mainly discusses the research significance,research status and research methods,and explains the value of the research of metaphors and confusing figures of speech.Definition,the first chapter discusses the rhetoric metaphor rhetoric and figures of speech were easily confused concept definition,metaphor and confusing when teaching concepts,metaphor and analogy,metonymy,synaesthesia,hyperbole,pun,like words rhetoric concept,and further analyzes the metaphor and confusing figures of speech.The second chapter makes a statistical analysis of the metaphors and confusing figures of speech in the textbooks compiled by the Chinese Department of junior middle school,and finds out the problems such as unreasonable distribution and insufficient practice methods.The third chapter analyzes the teaching status of figurative figures of speech and confusing figures of speech in junior middle school Chinese teaching and points out the problems through teacher questionnaire and student questionnaire.Chapter four focuses on the problems of metaphor and confusing figures of speech,and puts forward some suggestions.