1. Comparison between the new curriculum standards of junior middle school Chinese and senior high school Chinese.
(1) The new curriculum standard of junior middle school Chinese downplays the knowledge of modern Chinese grammar, classical Chinese dictionaries and classical Chinese syntax.
1, Teaching Suggestion, a new Chinese curriculum standard for junior high school: "In reading teaching, in order to help students understand the text, students can be guided to learn the necessary grammar and rhetoric knowledge with the text, but it is not necessary to teach grammar and rhetoric knowledge systematically and intensively."
2. The "evaluation suggestion" in the "New Chinese Curriculum Standard for Junior Middle School": "Grammar and rhetoric knowledge are not used as examination contents."
3. "Evaluation suggestion" of ancient poetry in the new Chinese curriculum standard for junior high school: "The evaluation of students' reading of ancient poetry and simple classical Chinese focuses on the process of students' memorization and accumulation, and whether they can understand the main idea of poetry with the help of notes and reference books, rather than mastering the knowledge of morphology and syntax."
Because there is a requirement in the syllabus that "the knowledge of grammar and rhetoric should not be used as the content of the senior high school entrance examination", the examination of grammar knowledge in the senior high school entrance examination can only be implicit, such as indirectly by imitating sentences and correcting sick sentences. Teachers usually teach some grammar knowledge in reading teaching, but there are some problems such as insufficient attention, weak systematicness and little or no grammar training, which is also the reason why students make serious grammar mistakes after entering high school.
Due to the requirement of "no knowledge of morphology and syntax" in the examination syllabus, junior high school teachers did not systematically explain the grammatical points such as function words, flexible use of parts of speech and special sentence patterns in classical Chinese in their usual teaching. Although they inevitably involved relevant knowledge when doing the questions, they were all diluted by the teachers.
(2) The new Chinese curriculum standard for senior high school puts forward higher requirements for modern Chinese grammar, dictionary compilation of classical Chinese and syntactic knowledge of classical Chinese.
1, the curriculum goal (reading and appreciation) in the new Chinese curriculum standard for senior high school puts forward: "(Modern Chinese) try to figure out the meaning of sentences according to the context, and use the learned Chinese knowledge to help understand sentences with complex structure and rich meaning and experience the expressive force of wonderful sentences."
2. The "course objective (reading and appreciation)" in "New Chinese Curriculum Standard for Senior High School" points out: "When reading simple classical Chinese, you can understand the meaning of words and the content of articles with the help of notes and reference books. Understand and sort out the meaning or usage of common classical Chinese content words, classical Chinese function words and classical Chinese sentence patterns, and pay attention to the inferences in reading practice. "
In junior high school, teachers only ask students to understand the basic content of classical Chinese works and recite key articles skillfully, while in senior high school, they ask students to master common classical Chinese content words, function words and sentence patterns, read the text, and examine the ideological content and ideological tendency of the works with modern concepts. The sudden increase in standards caught students off guard and their Chinese performance declined.
Second, the current situation of Chinese teaching in junior and senior high schools
1, modern reading. Modern Chinese reading is a must for senior high school entrance examination and college entrance examination, but the requirements are different: junior high school requires proficiency in skimming and browsing, understanding the main contents, and being able to put forward their own opinions and questions; High school requires flexible use of intensive reading, skimming, browsing, speed reading and other reading methods according to different reading purposes, to understand the author's thoughts, opinions and emotions, to make their own analysis and judgment, and to learn to explain, evaluate and question from different angles.
2. Composition teaching. Junior high school requires that according to the center of expression, we should choose the appropriate expression, arrange the order and details of the content reasonably, and express our thoughts clearly. In senior high school, it is required that the composition should have clear viewpoints, rich contents, true and healthy feelings, clear and coherent ideas, select materials around the center, arrange the structure reasonably, cultivate basic thinking abilities such as image thinking, logical thinking, analysis and synthesis through writing practice, and develop creative thinking.
3. Poetry teaching. The actual teaching in junior high school doesn't pay much attention to it. Basically, students are only required to recite and understand the content of poetry. High school requires analyzing images, savoring language, giving full play to imagination, feeling the true feelings, appreciating aesthetics and appreciating the expressive techniques and structural forms of poetry.
4. Reading in classical Chinese. Junior high school only requires understanding the basic content, ignoring grammar, syntax and rhetoric. In senior high school, it is required to master the common real words, function words and sentence patterns in classical Chinese, read the text, and examine the ideological content and ideological tendency of the works with modern concepts.
Three. counter-measure
1, research teaching objectives and teaching materials
Learning junior and senior high school textbooks is the guarantee of good teaching convergence. Chinese teachers in senior high schools must make an in-depth analysis of each textbook in junior high schools and senior high schools, make clear the distribution and differences of textbooks in junior high schools and senior high schools, and realize the transfer of old and new knowledge and the natural connection of students. If senior high school teachers don't study junior high school textbooks seriously, they will repeatedly explain what some junior high school students have to say at the beginning of senior one for the purpose of consolidating the students' foundation, which will cause students to think that they are still learning what they have learned in junior high school, which will make them feel tired of learning and is not conducive to the development of teaching work in the future. However, if teachers think that students should master some knowledge points (such as classical Chinese grammar knowledge) in junior high school, but they don't explain them in detail in classroom teaching, it will make students feel the difficulty and pressure of high school Chinese learning, which will also be extremely unfavorable to their growth.
Therefore, senior high school teachers should grasp the characteristics of junior and senior high school Chinese textbooks from a macro perspective, think about the relationship between the key points and knowledge in each stage in time, and apply it to teaching practice to bring senior high school Chinese teaching into a new world.
2. Specific articles strive to review the old and learn the new, and strengthen the docking of Chinese content in junior and senior high schools.
From junior high school to senior high school, students are very familiar with the contents of junior high school textbooks, and it is easy to "review the old and learn the new". What teachers should do is to consciously combine "knowing the new" with "reviewing the past", which will get twice the result with half the effort in students' understanding of high school texts.
For example, when analyzing Moonlight on the Lotus Pond (compulsory 2), teachers can review Spring and Qinyuanchun which were taught in junior middle schools with students. Changsha's poems, which begin with the word "Kan", inspire students to summarize the writing skills of writing landscape articles, such as: choosing typical scenery near and far, combining dynamic and static, contrasting sharply, combining reality with reality, and describing randomly; In the meantime, a variety of rhetorical devices and sensory feelings are used to make the text vivid and let students understand the feelings expressed by the author in the text.
For another example, when the teacher explains Bai Juyi's Pipa Trip (compulsory 3), he can compare it to Charcoal Weng, which is an allegorical poem. The author points out that this poem is Kumiya, and reveals the decay and cruelty of the rulers in the poem, which deeply reflects the decay and corruption of the declining Tang society; Pipa Travel was written by Bai Juyi when he was demoted to Sima in Jiangzhou. In this poem, Bai Juyi expresses his talent by writing pipa girls. The poem "We are all unhappy-at the end of the day, we meet. We understand. What is the relationship between acquaintances? " The Story of Pipa, which has been circulated for thousands of years, closely links the fate of Pipa girls with their own life experiences. This poem has distinct narrative levels, novel and exquisite metaphors, and has been praised by scholars in previous dynasties. It can be seen that the language of the poem has indeed reached a perfect realm. After such analysis and explanation, students will have a macro grasp of Bai Juyi's poetic style and enhance their literary perception.
3. Strengthen grammar teaching.
Because junior high school teachers don't systematically explain grammar, and senior high school lesson plans don't list grammar as a lesson plan, the reality of senior high school grammar teaching now is that college entrance examination is not directly tested, textbooks are not systematically compiled, teachers don't formally teach, and students don't want to learn. It is an indisputable fact that senior high school students lack grammar knowledge, and the practice of Chinese teaching in senior high school is inseparable from grammar knowledge. Therefore, giving students grammar lessons is conducive to improving middle school students' ability to actually understand and use languages. On the other hand, it is really necessary for middle school students to know some basic knowledge of mother tongue, understand the most basic structural rules of mother tongue and cultivate Chinese literacy.
1. Explain grammar in complex and diverse texts. The selection of Chinese textbooks in senior high school is incomparable to junior high school Chinese textbooks in the complexity of expression content, diversity of expression methods, diversity of text culture, concealment of thought and flexibility of language use. If students want to grasp the content of the text as a whole, sort out their thoughts, summarize the main points and understand the thoughts, opinions and feelings expressed in the text, they must analyze and think about the sentence expression in the text. Using grammar knowledge can help to understand complex and meaningful sentences and appreciate the expressive force of wonderful sentences. For example, there is a long sentence in "In Memory of Liu Hezhen": "As for our mutual help in the storm, although we are ruthless, it is even braver for a woman in China. Although she has been suppressed by conspiracy and intrigue for thousands of years, there is no clear evidence that she has died. " It is difficult to understand, but as long as it is analyzed grammatically, it can be seen at a glance. Its backbone is "based on facts". That is, this incident can prove that "the brave women in China have not died out".
Another example is the second paragraph of Engels' Speech at Marx's Tomb, which is nearly 200 words. Actually, it's just a sentence. Finding the Trunk captures the center of the whole paragraph: "Marx discovered the development law of human history." Without grammatical analysis, it is difficult for students to grasp the main points.
② Classical Chinese should grasp special language phenomena. After three years of studying classical Chinese in junior high school, senior high school students have accumulated a part of classical Chinese vocabulary, got a preliminary perceptual knowledge of the usage of classical Chinese and established a certain sense of classical Chinese language. The study of classical Chinese in senior high school requires students to "understand and sort out the meaning or usage of common classical Chinese notional words, classical Chinese function words and classical Chinese sentence patterns." In order to achieve this goal, students must clearly grasp the classification of words in Chinese, so as to distinguish the content words, function words and their interpretation and usage in classical Chinese. However, the special phenomena in classical Chinese, such as the flexible use of parts of speech and sentence patterns in classical Chinese, are not based on the knowledge of Chinese grammar, so it is more difficult for students to distinguish and master them. For example, "one of the dogs sits in front" (wolf), if you can't understand that "dog" is a noun as an adverbial here, it will be understood as "one of the dogs sits in front", which has nothing to do with the content of the article. Another example is the sentence "Bitter one's mind" ("Born in sorrow, died in happiness"). If you don't know that "suffering" is a verb, then this sentence is not a sentence at all, because "suffering" is an adjective and cannot take an object. Therefore, to understand the meaning of classical Chinese words and the content of the article, we must have grammar knowledge as a guarantee. Even if you recite the 65,438+050 classical Chinese content words and 65,438+08 classical Chinese function words stipulated in the syllabus, you can't "draw inferences from others in reading practice" and don't put them in specific contexts.
For example, there is a saying in Teacher's Commentary: "Teacher's Tao has not been passed on for a long time." When explaining this sentence, the teacher always asks the students: What is the usage of "zhi" in the sentence? Then emphasize that this "zhi" is used between the subject and the predicate, and cancel the independence of the sentence. The students listened and then forgot. But if we start with grammatical analysis, let students analyze the subject-predicate object of the sentence first (the sentence has no object) and remind them that they can start with the word "JIU". The students soon parted: the teacher's way has not been passed down for a long time. Then guide the students to think about the characteristics of the purpose of the exam questions, and then think about the usage of the word "zhi" to make it easy for students to understand.
For example, in On Qin, there is a saying that "there is a heart that sweeps the world, accepts the world, accepts the meaning of the four seas, and devours the eight wastes". The structure of this sentence is "meaning, heart", forming a complete sentence. Let students understand that "Xi", "Bao" and "Bao" are adverbials, and "sweeping the world, covering the whole world, covering the whole world" is the attribute of three coordinate phrases. The whole sentence is magnificent and changeable, which shows Qin's heroic heart and strengthens students' overall grasp of the article.
③ Explain grammar knowledge in practice.
At present, in addition to improving students' literacy and cultivating students' ability to understand and use knowledge, high school learning is more about coping with the social effects of the annual college entrance examination selection. Looking back and predicting the future, many questions and answers in the college entrance examination paper are inseparable from grammar knowledge. A, language knowledge. In fact, the correct use of words and the analysis and modification of sick sentences are mostly an examination of students' grammar knowledge. In recent years, the former's investigation of function words has gradually expanded from the use of related words to the use of conjunctions, adverbs, prepositions and auxiliary words. The examination of notional words should not only distinguish the meaning clearly, but also consider it from the perspective of grammatical functions such as collocation object and part of speech. The latter's so-called ill sentences refer to sentences with unclear meaning caused by improper use of grammar, logic and rhetoric. In recent years, the Examination Outline clearly stipulates that the scope of detection is six kinds of ill sentences, such as improper word order, improper collocation, incomplete or redundant components, chaotic structure, unclear meaning and illogical. Most of them are grammatical problems. B, the language expression part. The expansion, compression and transformation of sentences are all related to grammar. C, the reading part of ancient poetry. The understanding and application of notional words, function words and sentence patterns in classical Chinese, and the translation of classical Chinese sentences have been mentioned in the previous study of classical Chinese, and grammar knowledge should also be used. D, modern text reading part. Objective questions and subjective questions, the former analyzes the key sentences in the article, especially the complex long and simple sentences, and must be grammatically analyzed to make an accurate judgment; The latter not only examines students' ability of understanding, analysis and appreciation, but also examines students' ability of language expression. Many candidates do not express their ideas when answering questions, that is, they lack language expression training, but using grammar knowledge can standardize students' language expression. E, composition part. A good composition must be creative, thoughtful, skilled in expression skills and accurate in language use. If the article is full of ill sentences, it can't be an excellent composition anyway.
Chinese teaching in senior high school is the continuation and deepening of Chinese teaching in junior high school, and it is a relatively independent new learning stage. To implement Chinese teaching in senior high school, we should not only stick to the syllabus and teaching materials, impart knowledge, cultivate ability and develop intelligence, but also face the reality, "look forward and look back", find problems and solve them in time. Only by doing a good job in the connection and transition of junior and senior Chinese can we complete the teaching task well, so that students can lay a good foundation, plan ahead and win the college entrance examination.