Abstract:Classical Chinese is an important carrier for inheriting and carrying forward the excellent traditional Chinese culture, the basic form of literary creation of ancient literati, and the concentrated embodiment of the spiritual emotions of the ancient sages and the long-term spread of ideological wisdom. Under the background of the new curriculum standard, this paper analyzes and expounds the text content and arrangement characteristics of the selected classical Chinese textbooks in the current unified version of primary school Chinese textbooks, and makes an in-depth analysis of the current situation of classical Chinese teaching in primary schools, finds out the existing problems, and finds out the ways to solve them.Xi The ultimate goal of this project is to explore strategies to optimize the teaching of classical Chinese in primary schools through research, so as to achieve better teaching results.
The first chapter is the introduction, which mainly describes the reasons for the research, the theoretical and practical significance of the research, the ideas and methods of the research, and sorts out the relevant research status and theoretical achievements of Chinese teaching in primary schools.
Chapter 2 analyzes the current teaching situation in primary school, explains the existing problems, and analyzes the causes of the problems.
Chapter 3 analyzes and explains the optimization strategies of Chinese teaching in primary schools, which should clarify the teaching objectives, and the setting of teaching objectives should also be in line with the actual learning conditions of primary school students, constantly innovate the teaching mode, stimulate students' interest in learning Xi, attach importance to the accumulation of classical Chinese, and carry out teaching methods based on recitation.
Keywords: Primary Chinese;Classical Chinese;Teaching Strategies;
Research implications. 1.Theoretical implications.
Through the collation and analysis of the relevant research on the teaching of classical Chinese, it is found that there is a lack of theoretical research on the teaching of classical Chinese at the primary level, and most of the research on the teaching of classical Chinese focuses on the teaching of classical Chinese at the junior and senior high school levels. Therefore, it is necessary to teach classical Chinese at the primary level. Based on the requirements of the Chinese Curriculum Standards for Compulsory Education implemented by the Ministry of Education, this research paper conducts an in-depth study on the teaching of classical Chinese in primary schools from a theoretical perspective, hoping to provide reference for the teaching practice of Chinese in primary schools.
2.Practical implications.
In the traditional classical Chinese classroom teaching, the main way of explanation is the main way, emphasizing the meaning of the words, and the interpretation is explained sentence by sentence, which makes the Chinese classroom boring and boring, and becomes the difficulty of classical Chinese teaching in primary school. This topic mainly collects, sorts out and analyzes the experience of relevant teaching activities and design, summarizes and explores new methods and new ideas, in order to change the current situation of classical Chinese teaching in primary schools and achieve more ideal teaching effects in teaching practice.
Analysis of the reasons for the problems in the teaching of classical Chinese in primary schools.
1.Teachers failed to thoroughly implement the requirements of the new curriculum standards.
As a teacher, the fundamental reason for the unclear teaching objectives in actual teaching is the failure to thoroughly implement the requirements of the new curriculum standards. The Chinese Curriculum Standards for Compulsory Education is the most fundamental and important basis for establishing teaching objectives, and it is also a programmatic document to guide the practice of Chinese teaching, which teachers must carefully understand. Among them, it is clearly pointed out that the goal of classical Chinese teaching in the upper grades of primary school is to "enable students to read Qianyi Chinese with the help of reference books", and teachers should establish a teaching concept of guiding students to use reference books to read Qianyi Chinese when guiding students to learn Xi classical Chinese. When preparing lessons, teachers should not only implement the requirements of the "Curriculum Standards", but also prepare lessons in relative combination with the learning conditions of students in different stages, that is, to ensure that the teaching should not only meet the requirements of the curriculum standards, but also conform to the actual teaching. Teachers' own professional knowledge and literacy of Chinese is an important prerequisite for a good Chinese class, and if teachers do not have a deep understanding of the connotation of classical Chinese texts in textbooks, it is difficult to set clear teaching goals.
2.Teachers fail to pay attention to improving the interest of the classroom in the teaching process.
As the saying goes: "One is afraid of classical Chinese, the second is afraid of writing, and the third is afraid of Zhou Shuren." From this proverb, it is reflected that the teaching of classical Chinese is a major difficulty in Chinese teaching. At present, the most common thing in the teaching of classical Chinese in primary school is that teachers use simple teaching methods to explain knowledge in class every day, and the teaching form is single, and it is difficult for students to learn classical Chinese if they fail to integrate more elements to increase the interest of primary school students. Most of them are carried out by traditional teaching methods, failing to combine the actual situation of current students, innovating more suitable teaching methods for students, and lacking the design and development of various forms of teaching activities to attract primary school students and actively participate in the classroom, so there is naturally no way to stimulate students' interest. In the teaching of classical Chinese, if teachers can use a variety of interesting teaching methods to guide students, so as to stimulate their interest in learning Xi, they can create an interesting classroom atmosphere for students that is more suitable for students to learn Xi, only in such a relaxed and interesting atmosphere, students will learn easily, learn happily, and enjoy the rhythm and beauty of classical Chinese in the interesting classroom. Therefore, teachers must pay attention to updating teaching methods and making the classroom more interesting in the teaching process.
3.Deeply affected by the concept of exam-oriented education.
Due to the serious influence of the past test-oriented education concept, the phenomenon of test-taking still exists in teaching. When evaluating the effect of students learning Xi Xi classical Chinese, the students' mastery is judged by the scores of the exams, and the purpose of teaching is to improve the students' test scores, but they ignore the importance of their teaching process and the cultivation of their learning and Xi ability. Teachers believe that as long as students do the questions correctly, it means that they have mastered the classroom content, but the grades are only one aspect of testing students' teaching results, and they should pay more attention to the students' learning Xi process. The consolidation of the teacher's Xi effect on students' learning is also mainly based on important knowledge points, and the content is also determined around the examination requirements. In the whole Xi of classical Chinese, students will also pay more attention to some key knowledge points of learning Xi classical Chinese, the explanation of key words, the translation of difficult sentences, etc., which will lead to students ignoring the understanding of the connotation of classical Chinese in the process of learning Xi, not to mention the condensed beauty of enjoying the rhythm of the Chinese language. In their teaching activities, some Chinese teachers only explain text annotations, and the content is limited to texts, and there is no extracurricular extension and expansion, and students are disgusted with the Xi of Chinese literature. Teachers spend a lot of time explaining the words in the text, although the explanation of key knowledge points is helpful to improve students' test-taking ability, but it is difficult for students to feel the connotation contained in classical Chinese, which is not conducive to improving students' Chinese literacy, and is not conducive to promoting students' all-round development.