How to teach classical Chinese?

First, make students familiar with the article, especially the sentences. Students translate the text according to their own reading experience, and mark the difficult keywords with the notes under the text. Discuss with classmates or ask questions to teachers in class. Teachers don't have to do all the work in class, students can exchange their own translations in class, and there are differences and problems between teachers and students, which eventually form a standardized and unified translation. Students should make a summary after class, which is the most important point in learning classical Chinese.

I think the summary of classical Chinese should be in the following aspects. 1: general knowledge of literature, author's name, time, place, comments and works. The purpose and background of writing this article. 2. Common words. 3. The word is polysemous. (This includes both notional words and function words) 4. Ancient and modern objections. 5. Special sentence patterns. (mainly inverted sentences, such as prepositional objects, attributive/adverbial postposition and so on. Plus some fixed structures. )

It's best to sum up the classical Chinese I learned before.

If students have a good foundation. Students can read more classical Chinese after class. Might as well read historical records. Boys should like to read biographies.

2. How to teach Huang Houjiang in classical Chinese-With the deepening of the new curriculum reform, the new curriculum concept is more and more fully reflected in Chinese classroom teaching.

But relatively speaking, there are still many problems in classical Chinese classroom teaching. Then, how should classical Chinese be taught after the new curriculum reform? First, classical Chinese teaching must attach importance to the accumulation of classical Chinese knowledge. However, attaching importance to accumulation does not mean that it is an isolated redundant word training, and it is not a systematic study of China's ancient knowledge. Accumulation in the whole reading is the basic law of classical Chinese learning.

When training new textbooks in senior high schools, many teachers asked: Without centralized arrangement of classical Chinese, how can we systematically teach classical Chinese knowledge? How to train real words? A teacher confidently said, "Without knowledge of classical Chinese and practicing calligraphy, what can classical Chinese teach?" ? How to teach classical Chinese? "Looking at our classroom teaching, it goes without saying that word training and ancient Chinese knowledge teaching are the main parts. The polysemy of notional words, different uses of function words, interchangeable words, ancient and modern words, filling the classroom, flexible use of parts of speech and inversion of sentence patterns are the most important.

Paying attention to accumulation is indeed the basic law of classical Chinese learning. But how should we accumulate it? Does focusing on accumulation only mean word training and grammar knowledge? Can this really achieve the purpose of accumulation? L. The intensive training of isolated words can't cultivate the reading ability of classical Chinese, which doesn't conform to the accumulation form of the learning law of classical Chinese.

The study of classical Chinese, like the study of all languages, should be a process of overall improvement. A certain amount of reading is the basis of the accumulation of classical Chinese, and it will have a better effect in the overall reading. Isolated word training can only rely on rote memorization, without a certain amount of reading. The accumulation of rote memorization can not only fundamentally improve literacy, but also can not really achieve the purpose of accumulation.

If the training of isolated words divorced from specific texts is really effective, then you can read classical Chinese only by reading relevant materials or reference books and remembering several meanings of common real words and several usages of common function words. Learning practice has proved that this is not the case. Judging the meaning and usage of words in a specific language environment is a kind of ability and accomplishment, and it is by no means a simple solution to problems.

What's more, any dictionary's induction of word meaning is incomplete, and the specific use of language is rich and flexible. 2. Proper knowledge of ancient Chinese can help students understand the basic features of classical Chinese, but it can never replace reading texts.

The knowledge of ancient Chinese is the summary of the characteristics of classical Chinese by later generations, rather than the language rules consciously implemented by predecessors. Therefore, a lot of grammar knowledge is not very clear and accurate, such as the flexible use of words, such as the inversion of sentences, such as the usage of function words, which are often unclear.

Whether "I don't know what I read, I don't understand" is inverted, and what is the function of "knowledge" of "the existence of Tao and the existence of teacher" has been debated endlessly. It is hard to say whether "one" is a preposition or a conjunction (it is of little significance for middle school students to make it clear). Even if some knowledge is clear and useful, it can only be understood and understood in combination with the specific text and language environment. Its purpose is to help understand the text, not to master the ancient Chinese knowledge itself.

It must be emphasized that learning classical Chinese knowledge serves to improve the reading ability of classical Chinese, rather than learning classical Chinese for mastering classical Chinese knowledge. In particular, we can't pursue the systematic study of ancient Chinese knowledge, such as noun verbs and noun adverbials, which have many small categories and are very cumbersome and have no explanation value.

3. The ancient people's experience in learning classical Chinese fully reveals the basic laws of learning classical Chinese, which we must respect and inherit. This rule is to attach importance to reading, that is, based on a certain amount of reading, that is, to feel in the overall reading.

Therefore, reading before combing, dispersing before gathering is the accumulation method that conforms to the learning law of classical Chinese. Even if we want to sort out and summarize the content words and function words, we must build on a certain amount of text reading to have a good effect.

Reading is the core of learning classical Chinese. This "reading" includes three meanings, one is reading aloud, the other is reading more, and the third is being able to read.

Now it seems that reading aloud has attracted enough attention, but there are not many really effective "reading aloud". Have a plenty of reading with unclear purpose, have a plenty of ineffective reading, have a plenty of only famous teachers reading, no students, no teachers.

Effective reading is to let students learn to read, feel the charm of classical Chinese in reading, cultivate the language sense of classical Chinese in reading, and understand the text content through reading. Teachers should dare to demonstrate reading and guide students to read effectively.

Excessive pursuit of so-called beautiful reading is a very common problem, and it is also a misunderstanding and deviation from the learning law of classical Chinese. Not paying attention to reading, trying to rely on the so-called word training and grammar knowledge to strengthen accumulation is a way to seek fish from the wood.

Some teachers said that it was all forced by the college entrance examination. In fact, this practice can't really improve the ability of classical Chinese examination.

What's more, in the current college entrance examination papers, how many students are testing these ancient Chinese knowledge and function words that are out of the language environment? Second, text understanding is the basic task of classical Chinese teaching, but attaching importance to text understanding does not mean that teachers must stress the execution of sentences. Cultivating students' reading ability in classical Chinese is the main purpose of classical Chinese teaching. Text comprehension is not the only task of classical Chinese teaching, but it is indeed a basic task.

However, it must be emphasized that text understanding is not the purpose of teaching, but to cultivate students' reading ability in classical Chinese. After listening to one of my classes, a teacher said to me: classical Chinese teaching is sentence by sentence, and what students learn is true; If you don't talk, the students' brains will go blank.

It should be said that the teacher said a lot of things that the teacher wanted to say. Word for word crosstalk is still a common phenomenon in classical Chinese teaching.

We don't simply deny the value of crosstalk in classical Chinese teaching, but always adopt crosstalk teaching, and its harm cannot be underestimated. The first is the inefficiency of teaching.

In all the lectures, half or even two-thirds of what the teacher said is already in the notes, and many of them are of no value to the students. The second is to stifle students' interest in learning classical Chinese and eliminate students' initiative in learning.

3. How to make the classical Chinese classroom "alive"-Classical Chinese classroom teaching case-Classical Chinese classroom teaching case 1, Classical Chinese occupies a considerable proportion in Li Chunxia high school Chinese textbooks, most students have no interest in learning classical Chinese, and think that the knowledge points are complicated and difficult to remember, while teachers often "choose carefully" and focus on the translation of words, which is very boring. So most students are not interested in learning classical Chinese. To break through this difficulty, we must fundamentally change the educational concept, improve the traditional teaching methods, and make the classical Chinese classroom lively. Let's talk about specific teaching strategies. First, change the soup first. Explaining the meaning and usage of words and phrases one by one in classical Chinese class is the main content, and we teachers and students must get rid of it. It is relatively easy to understand, and now there are more and more ways for students to obtain information, and the teaching materials are also very rich. Based on the above two points, I think that the study of the basic content and knowledge of classical Chinese can be completely left to students for self-study. Teachers only play a guiding role, answering questions in class, discussing difficulties and consolidating tests. Teachers' teaching should be "less but better", and half of their energy should be devoted to exploring the ideological art, characters and philosophical connotation of the text. In the process of cooperative inquiry, students must dig deep into textbooks, study hard, consolidate what they have learned, deepen their understanding, and develop their thinking at the same time, so as to extend the limited classroom to unlimited extracurricular activities and achieve the effect of "beginning without end". In this way, students' interest in learning is greatly improved. More importantly, students can learn the essence of classical Chinese-the noble quality and spirit of the ancients, and learn how to behave and do things. The following is how to retreat from the state of Qin with the help of candles. Talk about the cooperative research of our class. Distribute detailed study plans in advance, so that students can fully preview the text and master the meaning and usage of keywords. In class, it takes about 20 minutes to master the basic knowledge through repeated reading, mutual question and answer and consolidation test. It takes about 20 minutes to explore 1 in the next cooperation. According to your understanding and after-class notes, briefly describe the image, appearance and personality characteristics of candles. Spiritual quality ... students discuss in groups. Appearance: full association and imagination (age, height, appearance, clothing, etc. The student representatives of each group spoke and answered: 60-year-old, wide belt is taking off his coat, full of momentum. His eyes sparkled with wisdom. He is arrogant. Although he is old, he is still personable and majestic ... After a heated discussion among the students, he presents a three-dimensional candle in his mind.

4. How can a teacher speak classical Chinese well? After the teacher explains sentence by sentence, it is too much for students to "talk to themselves", which can improve their learning enthusiasm.

The four stages of students' "talking by themselves" in classical Chinese (1) Speaking words and expressions are the primary stages of students' "talking by themselves" in classical Chinese, which is carried out when students' knowledge of classical Chinese is weak. At this time, the study of classical Chinese is mainly based on the teacher's "sentence-by-sentence explanation", supplemented by the students' "self-talk".

During this period, teachers should guide students to remember the common sense of literature and culture, the meaning and usage of common real words and function words; Teach students to know common words, such as causative verbs and intentional verbs, and syntax, such as judgmental sentences and passive sentences, so that students can master the basic knowledge of classical Chinese grammar. At the same time, we should try our best to provide students with the opportunity to "speak for themselves". When you encounter words and expressions within the students' ability, you should try to "ask questions" and let the students speak.

At this time, the students speak by themselves, which is manifested in answering the teacher's questions about common sense and language points. For example, the first sentence of "The Martial Art of Candle Quits Qin Shi" (PEP requires 1) is "Qin Bo surrounded Zheng in the Jin Dynasty because he was rude to Jin and also rude to Chu".

The knowledge points that can be explained sentence by sentence are: ① Zheng: Zheng Guoguo; 2 take: preposition, because; ③ Language proximity: the preposition "language" and the noun "proximity" are postpositioned, which is also called "adverbial postposition" and translated before the predicate "rudeness". Y: right.

④ Yu Chu:? The above ① is the explanation of content words, ② is the explanation of function words, ③ is the explanation of sentence patterns, ④ You can pick them out and ask them to "speak for themselves". Because "Yu Chu" and "Yu Jin" here are both prepositional phrases, the preposition "Yu" can be translated into "Dui".

Asking students questions and asking them to talk about "Yu Chu" is not only a test of students' listening effect, but also a talk about their primary training. (2) After students have accumulated a certain knowledge of classical Chinese, they can explain the specified paragraphs by reading reference books and reference books.

When explaining the short passage, the following steps should be followed: ① Read aloud, that is, read the short passage once to correct pronunciation and make students familiar with the short passage again; (2) Q: When students who are "talking by themselves" are preparing to talk by themselves, some questions may not be found out. You can ask the teacher or classmates first; (3) to speak and explain the knowledge points that you think are important; (4) Translation, that is, translating the paragraph once and translating it as literally as possible; Answer, answer the questions of classmates or teachers. This is a more formal "talking to yourself". Students who reach this level have relatively high reading ability in classical Chinese.

(3) After a certain appreciation training, the average student should have no problem with the simple classical Chinese knowledge of "talking by himself". In other words, ordinary students can read simple and easy-to-remember classical Chinese independently, and there is no writing obstacle.

At this time, students should be properly guided to "talk" about the appreciation of classical Chinese.

In Chinese teaching, how to teach students to learn classical Chinese quickly is not easy. Learning is not fast food, nor is it a box lunch. You have to eat every day, and no one cares what you eat. Learning is Chinese food, but you need to eat it slowly. Starting from interest, starting from what is known. Before teaching a classical Chinese, you can find a poem, an easy-to-understand poem, to help students understand this classical Chinese. Of course, speaking classical Chinese needs to be wonderful. In class with courseware, the Chinese teacher who moves the mouse in the language lab speaks vividly, and all the students see is the mouse talking and the speaker lecturing. Very humorous, not to mention wonderful.

If students can better understand and recite classical Chinese, I think we should start with understanding the thoughts of the ancients, their living environment and their feelings about the environment. Understand the ancients, read and understand the poems and articles of the ancients, and understand the poems and articles of the ancients. What are the difficulties in learning classical Chinese?

The lecture mode of the lecture room is very good. First of all, start with the story, draw out the characters, and let the students first give the protagonist of this story a position. In the next class, I will quote ancient prose, poems and the works of the protagonist to explain his mood at that time, and students will understand that "mood and articles are ventilated." "ah! Looking at the people in the village being forced to conquer the military service, the dust is all over the sky, crying and grabbing the land, the children are kicked away, the women are pushed down, the officers and men are holding weapons, and the chickens fly and the dogs jump. How can Fu not be sad and angry as a man? " Students naturally understand the general idea of Du Fu's poems. It's much easier to recite it again.

Time is limited, I only wrote so much, I hope I can help you.

6. How to teach classical Chinese is boring.

You can take some, and each person translates a sentence, not in a certain order. It's up to the teacher to get some student numbers, and the students have to refuel.

In addition, learning classical Chinese requires a certain interest, and many classical Chinese quote allusions. Teachers can treat these allusions as stories when giving lectures, and students are more interested. Besides, teachers should always bring the text with them. Classical Chinese is very particular about reading, but it is often ignored in current teaching. What's the use of reading a book a hundred times, just picking words and not reading fluently? Many classical Chinese are not only beautiful in wording and sentences, but also full of high spirits. If you want to understand the author's mood at that time, you can resonate with the author's mood at that time. Classical Chinese won't be so boring, will it?

7. How to teach ancient poetry in junior high school?

First of all, we should focus on "reading". As the saying goes, after reading a book a hundred times, its meaning will be revealed.

Secondly, we should pay attention to consciously cultivating students' sense of classical Chinese language, which is the key to Chinese teaching. With a sense of language, students can learn China's classical poems without a teacher.

Finally, students must master the writing background of each poem, which can be introduced by the teacher. It is best for students to preview before class and explore independently, so that they can deeply understand the content of the text.

In addition, in the teaching of ancient poetry, I often use the "association method", that is, imagine the author's concise poem as a picture and then express it in my own words. The effect is not bad. You can also try.

8. How to deal with the relationship between "speech" and "text" in classical Chinese reading teaching: How to deal with the relationship between "text" and "speech" in classical Chinese teaching Author: Lin Wenxin Publication date: 201-04-26 ◆ How to deal with the relationship between "speech" and "text" in classical Chinese teaching As the name implies, one is "speech" and the other is "writing". Whether the teaching of classical Chinese can reflect its proper connotation and its own teaching rules depends on how you handle the contradiction between "speaking" and "writing". Judging from the daily situation of classical Chinese teaching, the biggest mistakes in classroom teaching, or the problems that have the greatest influence on the quality and effect of classical Chinese teaching, are these two. "Yan" and "Wen" must be integrated. Classical Chinese must be taught in a basic way, and "speech" and "writing" must be integrated. However, after forming this understanding, there are still some concrete and real deep-seated problems worth exploring and thinking about in teaching practice, that is, how to integrate. The understanding of "Yan" in daily teaching is often not in place. Now many teachers are aware of the importance of "Yan", but his understanding of this "Yan" is very narrow. He believes that the so-called "words" in classical Chinese are knowledge, and even have a narrower understanding. Just like our high school, some people think that "Yan" in classical Chinese is the grammar of ancient Chinese. Although this understanding pays attention to the combination of the two, in fact, we still have not fully grasped the fundamental task of classical Chinese teaching. The connotation of language is not clear. ◆ The word "Yan" in classical Chinese refers to: vocabulary accumulation, ancient Chinese grammar, reading method and sense of classical Chinese language. The word "Yan" in classical Chinese has many levels and aspects, and I have sorted out five aspects. The first is the accumulation of words, which everyone cares about. I think we should separate the word accumulation and mainly emphasize the substantive words. Real accumulation. As far as I know, function words are different from content words. It is not the same thing to master which function words in the process of repeated reading, so this is a course. What about the second one? I think the word "Yan" in classical Chinese requires a little understanding of the grammar of ancient Chinese. What's more, from the perspective of teaching and learning classical Chinese by myself, it may be more efficient to know a little. What about the third one? I think it is more important to master the reading method and interpretation method of classical Chinese, which has its own characteristics, and this is the basic connotation of the speech. One of them is often overlooked by our teachers and ourselves (does xu teacher agree with me?). In fact, this "speech" in classical Chinese has a very important sense of language, which should be said to be the highest realm of "speech" in classical Chinese, because students start to do questions from the college entrance examination. Judging from the process of reading simple Yi Wen at ordinary times, he really didn't apply it to analysis. It is necessary to recall that there are several images in this poem, and there are not many sets. After the formation of language sense, it is your ability to read simple classical Chinese as stipulated in the curriculum standard. So I may not have listed them all. I think the connotation of this word should be fully understood. ◆ Connotation of "Wen" in classical Chinese teaching: Besides "Classical Chinese", articles, literature and culture also include articles, literature and culture. So as far as the level of "literature" is concerned, there are at least three levels. For example, the story of Yueyang Tower that we are teaching today is worth learning from the perspective of article study. If we only grasp a word and give up such a good structure, many tasks that classical Chinese teaching should undertake will not be reflected. Then there are many things in the article itself, so I won't talk about them here. The article itself is also very rich, with many works in classical Chinese. Like Wolf is a novel. In this novel, we can not only learn words, but also learn some literary qualities of the novel. ◆ How to integrate "word" and "text" in classical Chinese teaching? The connotations of "Wen" and "Yan" should jump out of the previous narrow understanding. On this basis, consider how to integrate the two. Then I have a basic idea about the integration of the two, that is, we should teach on the basis of words, and in the process of teaching words, we should integrate the connotation of the text and jump out of narrow words. So speaking of this, I think, today I listened to two classical Chinese reading classes given by two teachers in Fan Jing Middle School, and I still have some ideas about this. Their embodiment is also in place. For example, the first teacher, Wolf, the teacher surnamed Ma may know that every step of her whole teaching process is based on words. The first step is to sort out the knowledge of classical Chinese, which is a very centralized and direct method to solve the problem of writing. Then the second step is to ask the students to retell the story of the wolf. This retelling is actually a kind of speech activity, that is, the speech activity of classical Chinese. Besides, I really appreciate this kind of activity. She jumped out of the simple and single form of equivalent translation and told stories at the third level. In fact, storytelling still focuses on an understanding of words. Students accept internalization and then express it. Then there was a detail that impressed me particularly. She caught the main idea of Wolf and caught a sentence, "The Wolf is too weak" and "And" Stop laughing. She grasps an "meaning" and an "ear" to let students taste and think. I think this is the most typical combination of "Yan" and "Wen". The theme of the novel, the image of the wolf and the taste of poetry are a successful teaching treatment of combining "words" with "literature". What is classical Chinese reading and what is reading? The so-called reading means that teachers take students in and out, and so does classical Chinese reading. Teacher Ma just gave an example, which is actually the case. She first came out of the text and grasped the characteristics of the wolf, and then the characteristics of the wolf were formed, instead of walking on an overhead height and returning to the text. This process of going in and out should be said to be a relatively correct reading teaching. Reflected in classical Chinese, it can be said that the combination of language and literature is seamless and the effect is very ideal.