A Study On The Teaching Of Ancient Chinese Based On Chinese Elements

There are two significant changes in the ministry version of primary school Chinese textbooks compared with the people’s education version of primary school Chinese textbooks.First,there are more traditional cultural articles,such as the number of small ancient articles increased to 14;The second is to adopt the unit organization structure of humanistic theme and Chinese elements.Based on the new changes in the selection of medium and small ancient texts in textbooks and the new teaching requirements for the implementation of Chinese elements,this paper takes the teaching of small ancient texts as the research object to carry out research on how to implement Chinese elements.Through effective teaching strategies,help teachers set teaching objectives reasonably,grasp classroom teaching content,improve classroom teaching efficiency;It can also stimulate students’ interest and enthusiasm in learning ancient Chinese,help students master the learning methods of ancient Chinese,and improve students’ Chinese literacy.In addition to the introduction and conclusion,the text of the thesis has four chapters.The first chapter defines the language elements and the concept of small ancient text,and sorts out the arrangement of small ancient text and the language elements in the unit,and provides a method to analyze the language elements.The second chapter is the analysis of the present situation of the teaching of ancient Chinese and the implementation of the Chinese elements,through the way of questionnaire survey inductive and analysis of the current implementation of the teaching of ancient Chinese elements and existing problems.The third chapter gives the feasible teaching strategies according to the survey results.Before class,according to the language elements,the teaching objectives are set;Focus on the elements of language in the course,implement teaching activities,but also need to use the aid system,implement the elements of language;Optimize homework design after class and train language elements.The fourth chapter is the teaching case study,taking "Sima Guang","Wang Rong does not take the road side Li","Two children Debate Sun" as examples,based on the language elements of small ancient text teaching design.Through case analysis,this chapter reflects on the implementation effect and deficiency of Chinese elements in the teaching process of ancient Chinese.It is worth noting that emphasizing the implementation of Chinese elements in the specific classroom teaching of small ancient Chinese plays a positive role in improving the teaching effect,enhancing students’ Chinese literacy and inheriting traditional culture,but it cannot be "only Chinese elements theory.