Research On The Classification Teaching Method Of Classical Chinese In Junior High Schoo

Classical Chinese,as the witness of the history of the Chinese nation,condenses the crystallization of thousands of years’ wisdom and shines with unique light.Classical Chinese teaching is one of the important contents of Chinese learning in junior middle schools,but for a long time,teachers and students are afraid of teaching and learning.To break through the current predicament of classical Chinese teaching,we can give full play to the important role of classified teaching in classical Chinese teaching,optimize the teaching process and improve the quality and efficiency of teaching.Through questionnaire survey and interview survey,this paper presents the problems in teaching and learning in the classified teaching of classical Chinese in junior middle schools,mainly including students’ poor stylistic foundation and low interest in learning;Teachers’ teaching methods are single and their design ideas are solidified;There are deviations in teaching objectives and low teaching effectiveness.Then,according to the problems revealed,the reasons are analyzed from the perspectives of teachers and students,mainly including teachers’ insufficient attention to the classified teaching of classical Chinese,the improvement of the quality of the classified teaching of classical Chinese,and the neglect of students’ dominant position.In view of the above problems,this study thinks that we should start with improving theoretical understanding,grasping the teaching contents and choosing the optimized teaching methods.Based on the requirements of stylistic classification theory and Chinese curriculum standards,this paper defines the implementation conditions of classified teaching methods,and lists the relevant implementation principles as theoretical support in order to achieve the expected teaching objectives.In the research,according to Mr.Chen Dongbiao’s stylistic classification theory and textbook compiling principles,the classical Chinese texts compiled by the Ministry are divided into narrative prose,lyrical prose and argumentative prose.Find out the most prominent features in different styles,and choose appropriate teaching methods to teach according to the arrangement of exercises after class in Chinese textbooks and the arrangement of test questions.For example,when explaining narrative prose,we should focus on plot and characters,and adopt situational teaching method and problem teaching method;When explaining lyric prose,we should focus on the techniques of scene blending and emotional clues,and adopt comparative teaching method and imitation writing method;When explaining argumentative prose,we should give priority to the logic of argument,and adopt the methods of debate and mind mapping.The biggest feature of the classified teaching method is to systematically integrate the scattered classical Chinese knowledge and abstract ideological connotation,closely follow a class of texts,and carry out teaching in a hierarchical and gradient way,which aims to improve students’ stylistic awareness and cultivate their good thinking ability and aesthetic creativity.Finally,following the above research ideas,combined with the teaching cases of famous teachers,the practical application of classified teaching method of classical Chinese in junior middle schools is exemplified.As a researcher and a practitioner,I summarize and analyze the advantages and disadvantages of classified teaching methods in classical Chinese teaching,in order to foster strengths and circumvent weaknesses in the future teaching process and realize the optimization of education and teaching process.