Research On The Teaching Of High School Biographical Classical Chinese Under The Core Literacies Of Chinese

Biographical classical Chinese works possess the dual characteristics of literature and history,incorporating lyricism and warning elements.The selected biographical classical Chinese works included in high school Chinese textbooks are classic pieces known for their quality and beauty.Whether it is the layout,writing structure,writing techniques,and ideological spirit,they are all valuable assets of Chinese classical literature.Learning biographical classical Chinese is a process in which students enhance their thinking agility,aesthetic sensitivity,and cultural creativity through language construction.However,current teaching practices face challenges,such as teachers have weak awareness of literary style,limited student engagement,narrow teaching content,and a biased focus on Chinese core qualities.This paper starts from practical problems in teaching and aims to explore teaching improvement strategies for biographical classical Chinese based on the concept of Chinese core literacy.This paper consists of several sections.The introduction analyzes the current teaching of biographical classical Chinese and research findings related to Chinese core literacy.It draws on previous research experiences to propose the rationale and significance of this paper.The main text is divided into four chapters.The first chapter offers a theoretical analysis and discusses the value orientation.Firstly,the concept,types,and characteristics of biographical classical Chinese literature are sorted and summarized.Based on this,the selection of biographical classical Chinese literature from the compiled high school Chinese textbooks is sorted out,and the stylistic features of historical authenticity,literary artistry,educational vigilance,and artistic creativity are summarized.Finally,personalized dialogue language,speculative character language The unique beauty of personality and image,as well as excellent traditional cultural concepts,discuss the teaching value of high school biographical classical Chinese literature from four perspectives.The second chapter,based on questionnaires and interviews,identifies current issues in the teaching of biographical classical Chinese.These include teachers’ lack of stylistic awareness leading to monotonous teaching methods,a disconnect between students and biographical classical Chinese,inadequate utilization of cultural resources,narrow teaching content,insufficient focus on aesthetic education,and students’ disinterest and lack of initiative in learning biographical classical Chinese.Building upon the analysis of these problems and their underlying causes,the third chapter presents teaching strategies through case studies.These strategies include promoting reading through writing to deepen students’ understanding of style,innovating teaching methods by introducing the concept of flipped classrooms,emphasizing text details to foster imagination,incorporating comparative reading to enrich teaching content,creating problem scenarios to enhance critical thinking,communicating the requirements of modern society to guide students’ life direction,changing teaching concepts to foster cultural individuals,and proposing teaching improvement strategies in line with the contemporary era and national integration.The fourth chapter selects two representative biographical classical Chinese texts from the high school Chinese textbooks and develops teaching cases based on the strategies presented in the third chapter.Through these case studies,the effectiveness of the strategies is examined and reflected upon.