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1、JuniormiddleschoolChineserhetoricteachinginCollegesSunJinrongTotheteachingofrhetoric,pointsoutthecontentsofthejuniormiddleschoolChineseteachingofrhetoric,oneisthroughthespec讦iclanguagematerialanalysis,letthestudentsmasterthesystematicknowledgeofrhetoric
2、;secondistoactivelyguidestudentsforrhetoricalpractice.Threesuggestionsareproposedintheend,toproperlyconsciousnessofrhetoricknowledgeteaching,eliminatestudentsthemysteryofrhetoric;second,wemustpayattentiontorhetoricteachingsystem;third,itisnecessarytouse
3、thecomparativeteachingmethod,letstudentsincontrasttoexperieneeincreased.RhetoricreferstothephenomenonthatpeopleuseIanguagetostrengthentheeffectofIanguageexpressioninaspec讦iclanguageenvironment.RhetoricinourIanguageactivities,aslongasyouwritesomethingors
4、aysomething,whichislikeavoice,vocabularyandgrammar,theremustbearhetorical.SincerhetoricisakindofIanguagephenomenon,andinourlivesandnot,thenjuniorhighschoollanguageteachersisnecessarystrengthentheteachingofrhetoric,letthestudentsaccepttherhetoricinfluene
5、e,sothattheycangraduallymastertheuseofrhetoric,andinthecompositionteachinginboldguidingstudents"practice,thegradualtransformationistheabilitytousetheIanguage・However,inthejuniormiddleschoollanguageteaching,ignoringtherhetoricteachingnotjustafewteachersd
6、idnotcauseeducationdepartmentinchargeandChineseeducatorsdueattentionandsuitableforjuniorhighschoolstudentsreadingandteacherrefereneerhetoricknowledgebooksrarely,causetheteachersandstudentsforalongtimeontherhetoricofmystery・Intheteaching,theteachingofrhe
7、toric,therhetoricistoguidestudentstoidentifymetaphor,personification,exaggeration,parallelismandsocommon.OurteachingofChineseworkerstorhetorictoonarrow,ignoringtherhetoricasalinguisticphenomenoninawiderangeof,thatinadditiontothefiguresofspeechandwordsof
8、temper;thechoiceofsentencepatterns,differentstylesofIanguagestyle,belongtotherhetoricalcategory・Andbecauseoftheteachersinteachingnotclarifyingtherhetoricaluseofrulesandeffect,willhaveadirectimpactonthestudentsinterestinrhetorical
