Research On The Teaching Of Argumentative Classical Chinese In Junior Middle School

Argumentative classical Chinese has distinct stylistic characteristics and rich teaching value.It is an important part of Chinese reading teaching in junior Chinese and a difficulty in classical Chinese teaching.The study of the argumentative classical Chinese of discourse is helpful to improve students’ reading ability,language ability and critical thinking ability,and should be paid attention to by teachers and educational researchers.However,in the survey,it was found that there are still many problems in the teaching of argumentative classical Chinese,which require researchers to think further and find solutions.Based on this,this paper is based on the curriculum standards,takes the junior high school Chinese textbooks as the starting point and the end point,and puts forward corresponding teaching strategies combined with practical investigations.This paper studies the teaching of argumentative classical Chinese through five parts:The first chapter mainly sorts out and analyzes the argumentative classical Chinese texts in the current junior high school textbooks,and clarifies the basic information of expository classical Chinese in the junior high school textbooks.The second chapter focuses on the analysis of the stylistic characteristics and teaching value of the junior high school discourse-like argumentative classical Chinese.The stylistic features are mainly manifested in four aspects: profound thinking and meaning;rigorous logic and argumentation;rich in words and meanings,and beautiful in quality;The value of teaching can be summarized into three aspects: Deeply understand texts and develop thinking skills;improve expression skills and help language use;shaping personality,values,and inheriting national wisdom.The third chapter mainly uses the questionnaire survey and interview method to understand the teaching status of the discourse class in the junior high school.The survey found that the current problems in the teaching of discourse-like classical Chinese in junior high schools can be roughly divided into two aspects: one is that students have problems such as low learning interest,low autonomy,and less understanding of the stylistic knowledge of discourse-like classical Chinese;In terms of teachers,there are problems such as the misalignment of cognition of expository texts with actual teaching,and the tendency of teaching design ideas to be patterned.The main reasons for these phenomena are that the argumentative classical Chinese has a certain degree of difficulty in learning,teachers ignore the teaching value of argumentative classical Chinese,and teachers and students are influenced by the thought of exam-oriented education.The fourth chapter mainly studies the basis for the selection of the teaching content of argumentative classical Chinese and the determination of the teaching content.The selection of the teaching content of argumentative classical Chinese should be based on five aspects: curriculum standards,students,authors,teaching materials,and texts.The fifth chapter mainly puts forward corresponding teaching strategies for argumentative classical Chinese on the basis of the previous research.In terms of teaching methods,teachers can use the comparative reading method and mind mapping method to improve the teaching of expository argumentative classical Chinese;in the design of classroom problems,teachers can design main questions,problem chains and speculative questions in the text,and use questions to promote teaching;teachers can also organize reading,debating,and writing activities to enrich the class of argumentative classical Chinese.