Research On The Current Situation And Strategies Of Classical Chinese Teaching In Primary Schools Under The Cultural Standard

As a literary work in ancient China,classical Chinese is one of the important material carriers of traditional culture,which contains rich cultural connotation.Under the background of China’s strong emphasis on cultural inheritance,the textbook compiled by the Chinese Department of primary school has added 10 Classical Chinese,and the learning period is also significantly ahead of schedule.The importance of classical Chinese in primary school is self-evident.In the teaching of classical Chinese in primary schools,excavating and infiltrating the traditional culture contained in classical Chinese is conducive to inducing students’ learning desire,enabling students’ Chinese core literacy to initially form and grow under the nourishment of culture,and responding to the call of the state to inherit culture at the same time.In actual teaching,teachers pay too much attention to the interpretation of classical Chinese knowledge,while despise the exploration of classical Chinese cultural connotation and the cultivation of students’ cultural literacy,and students can not raise their interest in learning.Therefore,from the basic position of cultural standard,the author explores and analyzes the current situation of classical Chinese teaching in primary schools,and proposes solutions for the problems found,in order to help improve the current situation of classical Chinese teaching in primary schools,which emphasizes "word" over "culture".This study explains the basis of guiding the teaching of classical Chinese in primary schools from three aspects: cultural characteristics,interpretation position and reading teaching.Through questionnaire survey and interview,it deeply understands the present situation of the teaching of classical Chinese in primary schools.Looking at the present situation from the perspective of cultural standard,it finds the following problems at the teacher level: the teaching objectives are more utilitarian,and the emphasis is on knowledge objectives and neglects the cultural dimension;the teachers’ own quality is relatively weak,and it is difficult to penetrate traditional culture;The content of the cultural level is ignored;the teaching methods are traditional,the procedures are rigid,and the cultural atmosphere of classroom teaching is lacking;the teaching evaluation method is mainly quantitative,and there is a lack of humanistic care.On the student side,there are two major problems: the externalization of learning motivation,difficulty in appreciating the beauty of traditional culture,and improper learning methods,which are unable to cultivate traditional cultural heritage.In order to solve these problems,the author puts forward targeted strategies based on culture and combined with real teaching cases.First of all,we must give full play to the leading role of teachers in the cultural penetration of classical Chinese teaching.Teachers must establish cultural literacy-oriented classical Chinese teaching goals and promote the integration of "wen" and "language";they must improve their cultural literacy and improve their ability to penetrate traditional culture;The correct choice of content,on the basis of explaining the knowledge of classical Chinese,pays more attention to the appropriate exploration of the literary meaning of the classical Chinese,the appropriate cognition of the literary form,and the appropriate nurturing of cultural history.Secondly,efforts should be made to build a cultural stage dominated by classroom teaching.Teachers should attach importance to students’ experience and help students incorporate traditional culture into their cognitive structure through methods such as recitation teaching method,situational teaching method,and teaching main line penetration method.Cultural schema.At the same time,it promotes the externalization and application of cultural information learned by students by simply imitating classical Chinese and expanding reading appropriately.Finally,teachers should fully demonstrate the humanistic care in the evaluation of classical Chinese teaching,the content of evaluation should focus on students’ perception of the cultural connotation of classical Chinese,the evaluation method should pay attention to the attitude and emotional experience of students in the process of learning classical Chinese,The main body of evaluation should pay attention to students’ self-evaluation.