First, the core content of Chinese rhetoric teaching in senior high school
Rhetoric is of great significance to any language. For language, the absence of rhetoric is equivalent to the absence of its proper tone. Chinese teaching in senior high school is a key period of Chinese rhetoric teaching, so rhetoric teaching is one of the important contents of Chinese teaching in senior high school. In the process of Chinese teaching, rhetoric techniques are usually divided into two types, namely, positive rhetoric and negative rhetoric. Positive rhetoric refers to describing things in a positive way in expression to achieve a more vivid effect. Relatively speaking, negative rhetoric is the general rhetoric. The language of negative rhetoric is concise and concise, and the adoption of negative rhetoric requires smooth sentences and reasonable layout. For example, the poem "Where did you play flute in those days?" This sentence uses "Daidai" to represent the singer of that year through metonymy, which is to use the characteristics of generations. Using "Sheng Xiao" instead of music means using musical instruments instead of music, which makes the sentences neat and rich in connotation. At the same time, the rhetorical tone is used, which plays an emphasis role and expresses the cold and lonely feelings caused by the prosperity and decline of the past. This is a typical application of negative rhetoric. On the whole, rhetoric is one of the basic knowledge in language teaching in senior high school. The main content of rhetoric teaching is to help students to have a deeper understanding of rhetoric in application and finally realize the rational use of rhetoric in their own expression.
second, the strategic analysis of rhetoric teaching in senior high school
1. The penetration of rhetoric teaching in Chinese teaching. In the teaching process, any Chinese article will use a variety of rhetorical devices, so the teaching of rhetoric should be infiltrated in the teaching of Chinese texts. In the process of reading, some key words are mainly explained in class, so that students can understand the relationship between words and rhetoric, and thus understand the important significance of rhetoric to the expression of the article in a subtle way. For example, there is a sentence in Zhu Ziqing's article "Spring": "Peach trees, apricot trees and pear trees are all in full bloom, and you won't let me or I won't let you." This sentence is a typical anthropomorphic sentence, which vividly shows the scenery of spring flowers competing with each other through anthropomorphic methods. Therefore, integrating rhetoric teaching into Chinese text teaching is the best way to guide students to master the rhetorical effect and meaning of sentences in the text. At the same time, through the emphasis on rhetoric, students can have a holistic understanding of the role of rhetoric in the whole article from a macro perspective, which is of great significance to the cultivation of students' Chinese ability.
2. Contrast teaching strategies. In the process of Chinese rhetoric teaching in senior high schools, students usually understand the rhetorical devices by interpreting the rhetorical devices and analyzing and utilizing the' modes' of multiple example sentences. This traditional teaching method can only make students understand the rhetorical devices. However, we know that there are many similarities between different rhetorical devices, and the comparison can effectively deepen students' understanding of different rhetorical devices and improve the teaching efficiency of rhetoric teaching. For example, "the train gave a roar." Rhetorically speaking, this sentence is a personification, which expresses that the train cries loudly. In essence, personification is to compare some things with people, so the corresponding rhetoric is the opposite, and people are compared with things, which is called simulacra. Figurative rhetoric is also very common, such as "the bully ran away with his tail between his legs amid the cheers of the masses." This is a typical quasi-object sentence, which describes people with their tails between their legs, indicating that bullies are unbearable when they escape. From this, we can see that the teaching strategy of comparison can effectively enhance students' understanding of rhetorical devices, and find similarities and differences between different rhetorical devices through comparison.
3. Pay attention to the relationship between rhetoric and context. The application of language is inseparable from its application environment, and the same rhetorical devices also have their application environment and space. Because the application of rhetorical devices in language use is relatively rich and complex, the same rhetorical device can also show different use effects in a specific language combination and a specific language environment. Therefore, in the teaching process of rhetorical devices, teachers should effectively combine their use environment. For example, "students studying in the Qing Dynasty have also broken up their braids, which are flat. Except for the hat, they are shiny and can be seen, just like a little girl's bun, and they have to twist their necks a few times. It is really beautiful." Rhetorically speaking, this sentence is a figurative sentence, that is, the braid of foreign students in Qing Dynasty is compared to the bun of a little girl to express that it looks beautiful. However, through the language environment, this sentence also uses the rhetorical device of irony, and ridicules the behavior of students studying in Qing Dynasty by irony. To sum up, textbooks are articles with outstanding characteristics in Chinese teaching in senior high schools. The language of these articles is relatively standardized and readable, which is reflected in the application of various rhetorical devices. Therefore, in the process of rhetoric teaching, these model essays are used to explain and guide students to have a profound understanding and understanding of rhetoric techniques, so that students can use them in various environments. Rhetoric teaching is one of the important contents in Chinese teaching in senior high schools. However, it is not feasible to explain rhetorical devices separately from Chinese teaching itself. Only in the process of Chinese teaching, the teaching of rhetoric is infiltrated into it, and the purpose of students' flexible use of rhetoric can be realized.