Research On The Teaching Of Word Usage In The Unified Edition Of Junior High School Classical Chinese Text

Classical Chinese is the carrier of excellent traditional Chinese culture and plays a very important role in middle school Chinese language teaching.Middle school is the primary stage of learning classical Chinese,and it is also a critical period for laying a solid foundation for high school classical Chinese learning.However,due to the weak awareness of grammar among junior high school students and the limited accumulation of classical Chinese vocabulary,the flexible use of parts of speech has also become a difficulty in teaching classical Chinese.To solve this difficult problem,it is necessary to trace back to the source and analyze the phenomenon of flexible use of parts of speech from the source.Based on this,drawing on the prototype category theory,exploring the "original use" of the "flexible use" of parts of speech,finding the source of flexible use,and providing a clear and comprehensive understanding of the phenomenon of flexible use of parts of speech for students,thus learning classical Chinese well.This study sorted out 41 classical Chinese articles included in the unified compilation of junior high school Chinese textbooks,and counted 30 articles with the phenomenon of flexible use of parts of speech,totaling 118 cases,roughly including 13 subcategories of three categories: noun flexible use,adjective flexible use,and verb flexible use.In addition,based on teacher interviews,student survey questionnaires,and student tests,the current problems in the teaching and learning of flexible use of Chinese parts of speech in frontline junior high schools were analyzed,and the reasons for these problems were explored,and corresponding countermeasures were proposed.At the same time,the core concepts of prototype category theory and part of speech flexibility were introduced.Based on the survey results,this article believes that there are currently problems in the teaching of part of speech flexibility,such as a lack of linguistic theoretical guidance,neglect of the characteristics and laws of part of speech flexibility itself,solidification of teaching methods,and lack of effective evaluation measures.Based on the prototype category theory,some effective teaching and learning methods for flexible use of parts of speech have been proposed to address these issues.After analysis,it was found that guiding the teaching of flexible use of parts of speech from the perspective of "original use flexible use" has strong practicality and wide application range,and can be effectively combined with "mind mapping method" and "table induction method" in contextual teaching.This can improve the efficiency of teacher teaching and student learning,help students construct a learning framework for flexible use of parts of speech,and achieve twice the learning effect with half the effort.