Research On The Application Of "Three Doubts And Three Probes" Teaching Model In The Teaching Of Classical Chinese In High School

Chinese language plays a unique and irreplaceable role in cultivating individuals and fostering morality.The "National Curriculum Standards for Senior High School Chinese Language" identifies core competencies and emphasizes the development of student-centered,independent,cooperative,and explorative abilities.In the new era,traditional teaching methods for classical Chinese have limitations and cannot meet the requirements for cultivating innovative talents.This paper proposes the "Three Doubts and Three Explorations" teaching model,which focuses on student-centered learning and encourages students to question and explore classical Chinese texts,cultivating their interest in independent learning and innovative thinking.This model adapts to the characteristics of the new curriculum standards,textbooks,and student needs,providing effective strategies for teaching classical Chinese and promoting its development in high school education.This paper consists of seven parts:Part 1: Introduction presents the background and research value of the topic,and outlines the current research status and methods.Part 2: This section defines the "Three Doubts and Three Probes" teaching model,analyzes its connotation,theoretical sources,and innovative characteristics.Part 3: This chapter provides an overview of teaching classical Chinese in high school.Firstly,it defines the concept of classical Chinese,then describes the characteristics of the language textbooks used in high schools,and analyzes the features of the classical Chinese texts studied in this paper.Finally,it analyzes the content and teaching significance of teaching classical Chinese in high schools.Part 4: This section investigates and analyzes the current status and challenges of learning classical Chinese among high school students,and identifies problems in the teaching of classical Chinese through teacher interviews and classroom observations.Part 5: The feasibility and value of applying the "Three Doubts and Three Probes" teaching model in high school classical Chinese teaching are discussed in this section.Part 6: This section conducts a strategic study of the practical application of the "Three Doubts and Three Probes" teaching model in high school classical Chinese teaching.Strategies for flexible application of the teaching model are proposed from various aspects,including teaching content,teaching concepts,pre-class preparation,situational setting,implementation process,and implementation results.Part 7: Using "Chibi Fu" from the seventh unit of the compulsory volume of the national high school Chinese textbook as an example,this section designs a complete teaching case using the "Three Doubts and Three Probes" teaching model,and further clarifies the specific implementation of the teaching model in high school classical Chinese teaching.Based on the teaching summary,this section also provides insights into the application of the "Three Doubts and Three Probes" teaching model in high school classical Chinese teaching.