A Study On The Case Lessons Of The Classical Chinese Argumentative Essays In The Junior Middle School Textbooks Of The Unified Edition

In the teaching of Discussive Classical Chinese in junior secondary schools,the factors that cause difficulties in reading and even make students feel intimidated include the age of the language,the span of background knowledge,and the differences in the context of the times.The creation of an ’Discussive Classical Chinese’ can help students to master the methods of learning Discussive Classical Chinese.Firstly,it is about negotiating a common vision and motivating students to learn Discussive Classical Chinese;secondly,it emphasises collaboration and sharing and helps students to master the methods of learning Classical Chinese;thirdly,it reshapes the teacher-student relationship and promotes the teaching of Discussive Classical Chinese;and fourthly,it creates a contextual classroom and creates authentic situations of Discussive Classical Chinese.This paper uses the literature method,questionnaire method and lesson study method.Through the collation of literature related to the teaching of Discussive Classical Chinese and the application of learning communities to language subjects,it is found that in the teaching of Discussive Classical Chinese,students are intimidated by the complicated and difficult Discussive Classical Chinese,while the teachers’ "emphasis on the text rather than the words" and "What I say goes" have failed to motivate students’ interest in learning Discussive Classical Chinese.Based on existing research findings,it is known that learning communities can be applied to language subjects to respect students’ subjectivity and emphasise the interactive role of listening and dialogue,which can effectively solve these problems.This study uses the "Questionnaire on the Current Situation of Learning Discussive Classical Chinese in Junior High School" to understand the situation of junior high school students’ learning of Discussive Classical Chinese,so that they can better study the teaching strategies of Discussive Classical Chinese,and to understand the situation of teaching Discussive Classical Chinese by studying the collected examples.The full text is divided into four parts,except for the introduction:The first part analyzes the theoretical basis and application requirements of "learning community",summarizes the theoretical basis and principle characteristics of "learning community",emphasizes the difference between "learning community" and "group cooperation model",and puts forward the basic requirements for creating a learning community of "Discussive Classical Chinese" in junior high school.The second part analyzes the characteristics and teaching situation of the Ministry of Education’s version of junior high school Discussive Classical Chinese,and searches for a learning community-based approach to junior high school Discussive Classical Chinese.In the second part,the characteristics and teaching status of the selected discursive texts in junior high school are analyzed,and strategies for teaching "Discussive Classical Chinese" in junior high school based on the perspective of learning communities are searched for.The aim of this paper is to explore the integration of learning community theory in the teaching of Discussive Classical Chinese,the participation of teachers and students in the learning of Discussive Classical Chinese under the principles of equality,cooperation and sharing,and to explore a new model of teaching argumentative texts based on a learning community perspective by making use of the differences in cognitive styles and prior experiences of different students as well as the collision of multiple minds.