Based On Ausubel’s Meaningful Learning Theory The Study Of Classical Chinese Words Teaching In Junior High School

Classical Chinese is an important carrier of ancient Chinese ideology and culture,with great cultural value and artistic value,and is an important content of middle school Chinese teaching.As an important part of classical Chinese,classical Chinese characters and words play a fundamental role in the teaching of classical Chinese.Paying attention to the teaching of classical Chinese characters and words can lay a foundation for junior middle school students to improve their reading ability of classical Chinese.Under the circumstance that the number of classical Chinese articles in unified textbooks is increasing and the core quality of Chinese in compulsory education is proposed,the cultivation of students’ reading ability of classical Chinese has become more important,and the teaching of classical Chinese characters and words should be paid more attention to.Therefore,this paper takes the teaching of classical Chinese in junior high school as the research object,and tries to combine Ausubel’s meaningful learning theory with the teaching of classical Chinese in junior high school,so as to contribute to the teaching research of classical Chinese in junior high school.This paper is divided into five parts:The "Introduction" part mainly explains the background of the research,summarizes the development process of Ausubel’s meaningful learning theory at home and abroad and the research status of classical Chinese word teaching,points out the research significance,ideas and methods of this paper,and defines the concepts involved in this paper.The first chapter summarizes the basic connotation of Ausubel’s meaningful learning theory and explains the relevance of Ausubel’s meaningful learning theory to the teaching of classical Chinese words and words in junior middle school and the guiding significance of the theory to the teaching of classical Chinese words and words.The second chapter mainly reveals the actual situation of classical Chinese teaching in middle school through the questionnaire survey of middle school Chinese teachers and students in S city and the first-line classroom observation,and finds that there are three problems in classical Chinese teaching in middle school: single teaching goal,trivial teaching content and teacher-led classroom.The third chapter,aiming at the problem of classical Chinese teaching and combining with the existing experience of Ausubel’s meaningful learning theory and the characteristics of classical Chinese teaching,puts forward the teaching suggestions of classical Chinese teaching in junior middle school.First,teachers should base on the core quality,strive to build a teaching target system of classical Chinese,and grasp the learning target of classical Chinese for junior middle school students from the whole to the part.Secondly,it sorted out the core content of classical Chinese teaching in junior middle school,differentiated and integrated the teaching materials of classical Chinese teaching in junior middle school according to the teaching objectives,and designed and implemented organizers conducive to meaning learning to provide conceptual support for students’ cognitive activities.Finally,in the actual teaching process,we should respect the subject status of students’ learning,pay attention to the motivation factors of students’ learning,and help students to construct the meaning learning orientation to improve the efficiency of classical Chinese word learning.The "conclusion" part is mainly to summarize the basic views and research highlights of this article,reflect on the shortcomings of the research and make a prospect for the future of the teaching of classical Chinese words in junior high school.