Research on the Dialectical Practice of Classroom Presetting and Generating in High School Chinese Teaching—Case Analysis Based on Elastic Presetting and Dynamic Generating

Li Mintao 【China】

Abstract：

This paper addresses the dilemma of traditional classrooms overly relying on pres teaching methods and proposes a dual-construction model of "elastic presetting-dynamic generation". Through typical case studies such as "Lotus Pond Moonlight" and "Z Zhiwu Retreats the Qin Army", it reveals how teachers achieve an organic integration of presetting and generation by strategies such as reserving cognitive conflict points, buildingaffolding for thinking, and capturing unconventional responses. The research finds that dynamic generation in the classroom increases student engagement by 37% (based on school-based research) and index of critical thinking development by 23%, providing a practical model for the "teaching-learning-assessment integration" in the new curriculum standards.

Keywords：Classroom Presetting; Dynamic Generation; Elastic Design; Cognitive Conflict; High School Chinese

1.Introduction: Reconstructing the Dialectical Relationship betweenetting and Generating

Current Chinese language classrooms are facing a bipolar dilemma: some teachers adhere to meticulous lesson plans, resulting in "performance-type classrooms" (such as the of word-for-word scripts for public lessons), while others allow for too much generation, leading to "herd-style teaching". These extreme teaching methods not only students' creativity and thinking development but also undermine the actual effectiveness of classroom teaching.

This study, based on Dewey's "Interactive Theory of Experience" and Wang Rsheng's text hierarchy theory, advocates that presetting should be like a "sailing route map", providing clear direction and goals for teaching; while generation is the "ment of wind and waves during navigation", flexibly adjusting according to student reactions and classroom atmosphere during the actual teaching process to cope with unforeseen changes. Together, they to ground core competencies, focusing on cultivating students' comprehensive abilities and autonomous learning abilities, so that they can better adapt to and respond to various challenges in their future learning and.

Case Comparison: Different Teaching Approaches for the Same Lesson "Lin Daiyu Enters the Jia Mansion"

Teacher A: Strictly follows preset chain of questions, and students passively complete the character traits fill-in-the-blank (generation space ≤ 15%). In the classroom, Teacher asks questions one by one according to the predetermined question chain, and the students fill in Lin Daiyu's personality traits mechanically under the teacher's guidance. The classroom quiet and dull, and a trace of fatigue and helplessness can be seen in the students' eyes.

Teacher B: Presets key contradiction points (such as "Why't Lin Daiyu dare to take an extra step?"), and guides students to see through feudal etiquette through the layout of the mansion (generation discussion accounts 40% of class time). Teacher B, on the other hand, leads students to explore the relationship between the layout of the Jia Mansion and feudal et by raising key questions such as "Why doesn't Lin Daiyu dare to take an extra step?". In the discussion, the students express their views, and the is filled with a lively discussion atmosphere, with sparks of thinking shining in the students' eyes.

Post-test revealed that students in class B had a significantly deeper understanding of the depth of the text symbolism than those in class A (p < .05). After a period of learning, students in class B showed a significant advantage in understanding the text symbolism in "Lin Daiyu Enters Jia M", their answers were more profound and their analysis was more comprehensive, which indicated that teacher B's teaching method more effectively promoted students' understanding and thinking.

2.Innov practice strategy of elastic anticipation

2.1 Design of the Three-dimensional Preset Framework

Innovative Presetting Example of "otus Pond Moonlight"：

Basic Layer: Identification of Scenic Description Techniques (Predefined)

In "Lotus Moonlight," the author uses delicate brushwork to depict the beautiful scenery of the lotus pond. He uses vivid language to describe the emerald green of the lotus leaves the purity of the lotus flowers, and the shimmering ripples of the moonlight on the water surface, as if transporting the reader to that tranquil and beautiful night Through detailed descriptions of the surrounding environment of the lotus pond, such as the swaying tree shadows in the distance and the continuous frog croaks nearby, he further enhances the of scene and atmosphere.

Conflict Point: Is "These days, my heart is rather unsettled" the key to the text? (Flexible Predefined)

 sentence not only opens the article but also serves as the starting point for the emotional thread of the whole text. It reveals the author's inner conflict and struggle, hinting at influence of the social environment on the individual's mental state at the time. This inner unsettledness can be seen as the emotional thread and ideological core of the entire article, is worth exploring in depth.

Generative Guidance: Provide a 1927 social background data pack to trigger discussion on political metaphor (Actual classroom generation of theme "The Intellectual's Spiritual Breakout")

In 1927, China was in a period of great turmoil in its history, with the smoke the Northern Expedition war still lingering and the White Terror shrouding the entire society. In this context, intellectuals faced enormous spiritual pressure and ideological confusion. By analyzing the metaph and symbols in "Lotus Pond Moonlight," we can better understand the thoughts and emotions expressed by the author in the work, as well as their inner world in that historical period. For example, the tranquility of the lotus pond contrasts sharply with the turmoil of the outside world, reflecting the author's longing for an ideal life and theness of the reality. This exploration helps students gain a deeper understanding of the social significance and historical background behind the literary work, thus triggering reflection on the theme of the intellectual's breakout.

2.2 Fine-grained Prediction of Cognitive Conflict

Classical Chinese Example: "Zhu Zhiwu Retreats the Qin Army Prediction "Bug Mining":

Teacher: Is Duke of Zheng's "However, if Zheng were to perish, it would not be to your advantage" really an admission of guilt?

Student 1: It's a threat (Predefined response)

Student 2: It's a matter of mutual benefit! didn't apologize at all! (Generated viewpoint)

Teacher: (Start branching prediction) Compare the emotional blackmail strategy in "Touching the Dragon Speaking to the Marise of Zhao"...

This generation point shifts the classroom towards an in-depth discussion on the "Ethics of the Pre-Qin Debate. In this part, students delve into how the pre-Qin debaters used wisdom and eloquence to persuade others and the ethical standards they followed. In class, the teacherly explained how the debaters cunningly used metaphors, stories, and logical reasoning to sway their audience in the persuasion process, while emphasizing the core ethical values of integrity respect, and fairness. Through rich historical case analysis, students not only understood the debaters' persuasion skills but also deeply experienced the importance of adhering to moral integrity in complex political environment.

3. Dynamic Generation Capture and Transformation Mechanism

3.1 Four-Quadrant Management Model of Generative

3.2 Icebreaking Strategies for Generating Impasse

Case: "Why didn't Su Shi resist against his dem?" questioned middle school students in "Nian Nu Jiao · Chi Bi Yi Gu"

Steps of Guiding:

Reconstructing the Historical Context (prov a picture of the political ecology of the Song Dynasty scholar-officials): In the Song Dynasty, the scholar-official class was not only the core force of politics also the leader of culture and thought. They entered the official career through the imperial examination, pursued the Confucian ideal of governing the country, and were also influenced by Tao thoughts, seeking personal spiritual freedom and harmony with nature. The political ecology of the Song Dynasty was complex and changeable, with scholar-officials facing both the power struggles the imperial court and the external military threats. They sought a balance between loyalty and independence, forming a unique political culture.

Comparing Li Bai's "Song Dreaming Visiting Mount Taibai" rebellious logic: Li Bai's "Song of Dreaming Visiting Mount Taibai" shows his unbridled personality dissatisfaction with reality. The poem depicts the magnificent scenery of Mount Taibai, symbolizing the poet's pursuit of free ideals. Li Bai expressed his resistance to the constraints and his longing for detachment from the world and return to nature through dreams. This rebellious logic reflected the Tang Dynasty literati's pursuit of individual liberation and freedom, in stark contrast to the Song Dynasty scholar-officials' complementary spirit of Confucianism and Taoism.

Generating New Cognition: " Complementary Spirit of Confucianism and Taoism in Chinese Literati": Chinese literati gradually formed the complementary spirit of Confucianism and Taoism in the historical process. Confucianism emphasized social responsibility and moral cultivation, while Taoism focused on the individual's inner freedom and harmony with nature. This complementary relationship allows Chineseati to flexibly adjust their mentality when facing social pressure and personal ideals, to fulfill their duties in the officialdom and to maintain inner tranquility and independence. This spiritual trait is only reflected in the scholar-officials of the Song Dynasty but also runs through the entire history of Chinese literature, becoming a common cultural gene of the literati.

4. Practice Effect and Reflection

4.1 Classroom Generated Observation Scale：

4.2 Quantitative verification (2024 school-based action research)

4.3 Qualitative Feedback

"When a classmate pointed out that Xiang Yu's not to kill Liu Bang in 'The Feast at Hongmen' was a noble's pride, not stupidity, the teacher led us to reread 'Records of the Grandian: Biography of Xiang Yu'. In that class, the classroom was filled with the fragrance of books, and sunlight shone through the windows on the yellowed pages as if the dust of history danced in the glow. The teacher, with a deep and magnetic voice, guided us to savor every word and sentence, analyzing the deep-se meaning behind Xiang Yu's psychology and behavior. Through repeated reading and discussion, I not only saw Xiang Yu's arrogance and self-esteem as a noble but also his complex emotional world. This generation made me truly understand what 'textual evidence' means."

——Interview record of a student from Class 7, Grade 12

4.4 Practical Reflection

Prescribed risk points: Over-openness may deviate from the core objective (e.g., excessive discussion of the formal of parallelism in 'Tengwang Pavilion Preface' may lead to a lack of understanding of the profound cultural connotation of the work, causing students to fail to deeply appreciate author's concern for the country and the people during the tumultuous times)

Teacher's ability progression: A "cultural reserve pool" needs to be established (.g., a cross-disciplinary knowledge map of literature, history, and philosophy, through systematic learning and integration of knowledge from different fields, teachers can more comprehensively grasp the content, thus guiding students in class to delve into the historical background, philosophical thoughts, and social impact behind literary works, and enhance students' comprehensive quality)

5. Con: Constructing a Growth-Oriented Classroom Ecology

The essence of elastic presetting and dynamic generation is to reconstruct the classroom into a "symphony of thoughts". this vibrant classroom, teachers, as the "chief interlocutor", need to bury the seeds of thought in the presetting, igniting students' curiosity and desire to explore forging the sharp edge of thinking in the generation, guiding students to think deeply and cultivating critical thinking ability. The case studies and strategies provided in this research open feasible paths to implement the curriculum standard's concept of "language construction and thinking development coexisting and growing". Through these concrete teaching examples and innovative teaching methods, teachers can better inspire students', promote their synchronous improvement in language expression and logical thinking, and thus construct a classroom ecosystem full of vitality and vigor.

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