A Study On The Teaching Of Literary Notation In Junior High School

As a kind of ancient Chinese literary style,the rise and evolution of writing style have experienced a long process,from the bud of the pre-Qin period to the Song Dynasty became an independent style,and since then it has flourished.In different stages of development,the cognition of the creators of the scribes is deeply influenced by The Times.Their works have distinct marks of The Times.Scribes contain expressions and ideological connotations of different times,and they are one of the important carriers of the excellent traditional Chinese culture.As a unified textbook used throughout the country,the unified Chinese textbook for junior middle school is the main medium for teachers’ teaching and students’ learning in the stage of basic education.In this edition of the textbook,the stylistic text occupies a considerable proportion in the classical Chinese text edited.However,in the actual teaching,there are still some problems,such as lack of stylistic awareness,not obvious representation of stylistic features of stylistic texts,teaching methods of stylistic texts and other types of classical Chinese teaching,which lead to students’ unclear cognition of stylistic texts and low interest in learning,and affect the expected effect of teaching of stylistic texts.Therefore,this paper studies the teaching of classical Chinese in unified compilation of junior middle school,tries to dig out the specific problems existing in the teaching of classical Chinese,and puts forward corresponding teaching strategies to solve these problems,in order to improve the teaching effect of classical Chinese.The main research methods of this paper are text close reading and lesson analysis.Firstly,it summarizes the stylistic style,explores the connotation of stylistic style by simply combing the development stage of stylistic style,and summarizes the stylistic features of the six articles edited and selected in the textbook,thus having a clear understanding of the stylistic style on the whole,which lays a theoretical foundation for the cultivation of stylistic consciousness in the following teaching strategies.It also sorts out the selected text items in the textbook,and classifies the text items in the textbook according to the different objects of description,which are mainly divided into four categories: scenic spots in the architectural attractions,landscape travel notes,calligraphy and painting miscellany,and personnel miscellany.It also interprets the text of the six text items selected in the textbook according to this classification,and excavates their literary value and teaching value.Secondly,with Little Shitan Story and Drunk Pavilion Story as the representative,each selected ten lessons published in journals and monographs since 2000,including teaching design,teaching record,lesson preparation reference,teaching notes,etc.,to explore and analyze teachers’ choice of teaching objectives,teaching content and teaching methods in the actual teaching process.Finally,based on the current teaching situation,the author puts forward the corresponding teaching strategies from the aspects of the cultivation of stylistic consciousness,the establishment of teaching objectives,the selection of teaching content and the use of teaching methods.This paper starts from the connotation and characteristics of the stylistic text,explores the specific articles edited in the textbook,grasses the teaching status through the analysis of lesson examples,and finally puts forward teaching strategies from multiple levels based on teaching,in order to achieve the optimization of the teaching effect of stylistic text.