Research On High School Chinese Writing Teaching From The Perspective Of Rhetoric

As a key part of Chinese teaching,High School Chinese writing teaching plays a crucial role in not only facilitating students’ ability of applying Chinese comprehensively,upgrading writing,analyzing language construction and cultivating students’ core competence of Chinese,but also pushing teachers to make Chinese courses more dynamic,infuse educating value into designing courses,promoting innovative high school Chinese writing teaching,and promote the reform and development of high school Chinese teaching.With the further development of the primary education curriculum reforms,such as“New Curriculum”,“New Textbook” and “New College Entrance Examination Evaluation System”,high school Chinese writing teaching has attracted much attention.Communicative context theory,the theory of speech life dynamics,reception aesthetics theory and other pluralistic theories have been introduced into the teaching research of high school,and fruitful achievements have been obtained.However,there are few studies introducing rhetoric,which is closely related to writing,into Chinese writing teaching.Based on the present high school Chinese writing teaching and rhetoric teaching,the thesis aims at figuring out how rhetoric will benefit high school Chinese writing teaching.Guided by “Comprehensive language”,this thesis focuses on probing into practical strategies of applying rhetoric to Chinese writing teaching considering the striking correspondence between the fundamental task of rhetoric and the teaching goal of Chinese writing in senior high school,linking rhetoric to writing teaching.The introduction mainly expounds the origin,research background,research value and significance,research ideas,research methods,the literature review,definitions of key concepts and rhetoric’s theoretical basis of the high school Chinese teaching.Among them,the literature review clarifies two aspects,namely the research on rhetoric teaching and the one on high school Chinese writing teaching,both of which are significant starting points of this thesis.The part about concept definitions defines figures of speech,rhetoric,writing,and high school Chinese writing teaching.Rhetoric’s theoretical basis of the high school Chinese teaching mainly constructs the theories of high school Chinese writing concerning rhetoric,confirms the strong relationships between rhetoric and high school Chinese writing teaching,and elaborates the complementary benefits of rhetoric for high school Chinese writing teaching.The first chapter is the current situation of Chinese writing teaching under the perspective of rhetoric in high school.This chapter focuses on the current situation of rhetoric and writing teaching in high school Chinese curriculum and the application of rhetoric in high school Chinese writing teaching.Among them,this paper explores the problems and current situation of Chinese rhetoric and writing teaching,and studies the current situation of rhetoric application in high school Chinese writing teaching,from the academic quality level of students’ writing under the new curriculum standard,the new curriculum standard,the writing evaluation requirements under the new college entrance examination evaluation system,and the writing task arrangement of the unified version of senior high school Chinese teaching materials.And focus on classifying the questionnaire survey data of teachers and students,analyzing and summarizing the cognition status of teachers and students on rhetoric,writing teaching status quo and the application of rhetoric to writing teaching.The second chapter is the strategic study of rhetoric application in high school Chinese writing teaching.Based on questions,researches on present conditions as well as combining the teaching practice,this chapter offers top design strategies to improve and optimize high school Chinese education from the following three aspects: the new college entrance examination assessment system,the unified version of high school Chinese textbooks,school development and construction rhetoric and writing school-based curriculum supporting teaching materials.Further,from the teaching level,the principles of rhetoric teaching and writing teaching are advocated.At the student level,students need to stimulate learning motivation and tap learning potential,and put forward the application of rhetoric to high school Chinese writing teaching.The Chapter three is the practical case of applying rhetoric to Chinese writing teaching in senior high school.This chapter focuses on the honesty and virtue,expresses the true emotion;integrates the context carrier and specific context,trying to express clearly;attaches great importance to the rhetorical devices in the discourse and highlights structured texts;maximizes the function of beautifying the text and improves the quality of the written language;accumulates rhetorical forms,enriching the writing materials;diversified punctuation rhetoric;applies rhetoric under micro writing,and integrates the writing to promote "teaching" and "learning" evaluation in nine aspects.This paper puts forward the specific strategy of applying rhetoric to high school Chinese writing teaching,initially forming a system,which is very practical.The Chapter four explores the teaching achievement and evaluation after applying rhetoric into senior high school Chinese writing teaching.By analyzing various data,including questionnaires about the teaching outcome of applying rhetoric into senior high school Chinese writing teaching filled by students,students’ writing scores in monthly exams of two targeted classes,the number of distinguished compositions in monthly exams and the case study of students writing compositions in class as well as writing assessment,it confirms that to some extent rhetoric is of great benefit to senior high school Chinese writing teaching.The Conclusion summarizes and explains the highlights of this paper,fully confirming that applying rhetoric to the teaching practice of Chinese writing in senior high school is meaningful,and also points out the shortcomings of the research,especially inadequate rhetoric theories that can be applied into the practice of Chinese writing teaching in senior high school,calling for further practice and exploration.