Research On The Teaching Of Ancient Argumentative Essays In The Unified Junior High School Chinese Language Based On Close Reading Of The Tex

The Chinese Curriculum Standards for Compulsory Education(2022 Edition)states that Chinese curriculum should guide students to have a deep love for the national spoken and written language.Teacher should design positive practical language activities to help students accumulate language experience and cultivate language application ability in real language application situations.At the same time,positive practical language activities which teacher designed should not only develop students’ thinking,but also improve the quality of thinking.It also can help students to form conscious aesthetic consciousness,cultivate elegant aesthetic taste,accumulate rich cultural deposits,inherit and carry forward fine traditional Chinese culture.As an important part of classical Chinese in junior middle school,ancient argumentative essay has unique stylistic features and rich teaching connotation.First,through learning ancient argumentative essay,students can understand the profound and outstanding Chinese culture,then establish a broad cultural vision.Second,learning ancient argumentative essay also can help students to understand the profound spiritual connotation of the ancients,improve the ability of logical thinking.Last,students can appreciate the noble sentiments of the ancients and promote aesthetic creation by learning ancient argumentative essay.In a word,learning ancient argumentative essay is of great significance to cultivate and develop the Chinese core quality of students in junior middle school.It can be seen that ancient argumentative essay plays an important role in Chinese teaching in junior middle school,so the teaching of ancient argumentative essay should become the focus of classical Chinese reading teaching.As we all known,as one of the teaching methods of ancient argumentative essay,Close Reading emphasizes that students are the subjects of reading,so teacher need guide students to walk into the text then help students obtain the active construction of the meaning of the text in the taste of the language.Based on the Theory of Close Reading,the object of this study is the ancient argumentative essay of Chinese textbook for junior middle school which compiled by the Ministry of Education.It discusses how to combine the method of Close Reading with the teaching of ancient argumentative essay,so as to promote students to fully explore the connotation of ancient argumentative essay and then realize the maximization of the value of reading of ancient argumentative essay.This paper mainly conduct a study of the teaching of ancient argumentative essay of Chinese textbook for junior middle school which compiled by the Ministry of Education from the following five parts.The introduction part mainly analyzes the reason of the topic and the existing researches of this topic.The first chapter mainly defines the concepts of Close Reading and ancient argumentative essay,then clarifies the theoretical basis of Close Reading Teaching.It also includes sorting out the general situation of ancient argumentative essay selection in junior middle school Chinese textbooks and expounding the significance of Close Reading which applied to the teaching of ancient argumentative essay.The second chapter mainly investigates and analyzes the current situation of close reading in the ancient argumentative essay of Chinese text book in junior middle school.Then,both the current situation and the reasons are analyzed and summarized from the two levels of teaches and students.The third chapter makes a clear target orientation of close reading of the text.Based on the level of content,this paper propose some teaching strategies from the aspects of the discourse language,the discourse thinking and the cultural connotation of the ancient argumentative essay.The fourth chapter puts forward the strategy of close reading from teachers and students.In chapter five,combined theory with practice,the paper selects the ancient argumentative essay of the textbook that is “Fish is What I Want”,then make a teaching design.It also includes carrying out the teaching and making a teaching reflection in the last chapter.