Research On The Teaching Of Declarative Knowledge In Junior Middle School Chines

Modern cognitive psychology divides knowledge into declarative knowledge,procedural knowledge and strategic knowledge.This kind of knowledge classification is also applicable to Chinese disciplines.Among them,Chinese declarative knowledge is the basis of students’ learning,and it is a necessary condition for students to accumulate corpus,improve Chinese literacy and realize the transformation of procedural knowledge.Declarative knowledge of Chinese is mainly acquired through students’ processing and memory of knowledge.The declarative knowledge of Chinese in middle school can be divided into linguistic knowledge,literary theory knowledge,article knowledge and cultural common sense.Chinese declarative knowledge teaching plays an important role in Chinese teaching.It is presented not only in the after-class exercises of junior high school Chinese textbooks with clear recitation requirements,but also in the knowledge filling and reading aid system.There are also a large number of recitation requirements in the appendix after the curriculum standard.Whether it is to complete the curriculum standard requirements or service examinations,teachers should not ignore the teaching of Chinese declarative knowledge.Through questionnaires and interviews between teachers and students,it is found that classified teaching has appeared in the current Chinese declarative knowledge teaching in junior middle school,and some teachers have also carried out the guidance of memory methods.however,there are some problems,such as students’ fear of difficulties in knowledge memory,lack of systematic knowledge teaching,inadequate guidance of memory methods,single evaluation methods and so on,which affect the teaching quality of Chinese declarative knowledge.The reason lies in that teachers attach importance to content but ignore methods,lack of awareness of integration of knowledge,and lack of targeted and operational guidance for memory,the most effective way to master declarative knowledge.The reasons for the students are low interest in mechanical memory,strong utilitarianism and self-discipline from age and so on.In view of the above situation,the teaching of Chinese declarative knowledge in junior middle school needs to explore ways and use strategies to improve.The classification of knowledge is for better integration and more systematic teaching.With its organization and logic,mind map integrates scattered and trivial declarative knowledge points,establishes the internal relationship between knowledge,and presents a complete and concise knowledge structure.Therefore,teachers should carry out targeted teaching through the classification and integration of knowledge,combined with different types of mind maps,and demonstrate referable and operable mind map styles to help students improve the efficiency of memory.and then improve the learning efficiency of students’ declarative knowledge.Whether it is the classification or integration of declarative knowledge,the ultimate goal is to facilitate students to memorize and store the knowledge in their minds,and extract and use it at any time.The theory of memory and forgetting in psychology provides a rich practical basis and transformation path.Following the three stages of understanding,consolidation and application of declarative knowledge in teaching can achieve gradual learning;long-term memory conversion strategies and strategies to overcome forgetting can help students improve learning efficiency;create situations and stimulate interest in learning;skillfully use inspection,effective rewards and punishments and other means to improve learning motivation can enable students to maintain learning motivation.In a word,this paper puts forward the teaching strategies of using mind map to integrate classification,focusing on the three stages of declarative knowledge learning,using long-term memory to improve efficiency and stimulate students’ learning motivation.the purpose is to provide operational methods and enlightenment for the teaching of Chinese declarative knowledge in junior middle school,and help to improve the efficiency of Chinese declarative knowledge teaching in junior middle school.