A summary of classical Chinese classroom exploration

1. Small topic research. A set of practical teaching methods that can stimulate students' interest in reading classical Chinese is explored: 1. Learning methods to stimulate interest, 2. Trust stimulates interest, 3. Introduce and stimulate interest, 4. Writing on the blackboard stimulates interest. Scenes stimulate interest, 6. Aesthetic arouses interest, 7. Make the past serve the present to stimulate interest.

First, the main background of the study.

With the innovation of social culture and the passage of time, the corresponding cultural background, historical conditions and social forms in classical Chinese are far from the living environment of students, and there are also gaps between the expression, expression, vocabulary and grammar of classical Chinese and the real language communication of students. In addition, the subtle meanings hidden in ancient poems increase the difficulty of students' cognitive understanding, so students have certain rejection, alienation and exclusion psychology when learning classical Chinese.

Secondly, there are two misunderstandings in classical Chinese teaching. One is word-for-word decomposition, which teaches classical Chinese as a foreign language, just like learning ancient Chinese anthology. Another is to take an article and start to sum up ideas and analyze the image before you understand it. Classical Chinese reading should be able to read something smoothly and let students feel it themselves. Whether reading classical Chinese or vernacular Chinese, when appreciating literary images, the reason is the same in terms of improving Chinese ability. You can't treat classical Chinese as a foreign language. Classical Chinese, after all, is Chinese in different times. In addition, we can't read classical Chinese as vernacular Chinese, because it has language barriers after all. Therefore, in the teaching of classical Chinese, we should grasp something very related to the theme and use it to do some key anatomy. Especially when reading poetry, we must express our image in language. Without the image from language, others can't catch it.

Moreover, in junior high school, students are only exposed to dozens of classical Chinese texts in textbooks, and the content is relatively short and the learning requirements are relatively low. Most junior high school teachers neglected to summarize and sort out the phenomena and laws of ancient Chinese language. This also leads to students' fear of classical Chinese, and the content and language form of classical Chinese are no longer as simple as junior high school.

In view of this, how to stimulate students' interest in reading classical Chinese has become an urgent task in classical Chinese teaching.

Second, the summary of the subject content

Concept definition

What is ancient Chinese? As the name implies, it is the language of ancient Han people. Ancient Chinese can be divided into spoken language and written language.

What is classical Chinese? Classical Chinese refers to the written language of ancient Chinese based on the spoken language in the pre-Qin period, which has been refined after many times, and the language that later writers imitate their works, such as a hundred schools of thought contend, historical records, eight masters in Tang and Song Dynasties, Tongcheng School and so on. , are examples of the practical use of ancient Chinese. In short, classical Chinese is an article written in classical Chinese. Generally, the May 4th period is defined as the dividing line between ancient Chinese and modern Chinese.

What is interest? Interest is a special cognitive tendency to things. This is a psychological activity. When it develops into a hobby, it becomes a long-term and relatively stable behavior tendency, which affects people's ability. Interest and hobby are the source of enthusiasm, the need to know and explore something, and the driving force to promote people to know something and explore its development law. It is the most active factor in people's study and work. With an interest in something, you can have great enthusiasm in your behavior.

Through the research of this topic, we will explore a new and effective teaching mode of classical Chinese, so that students can show strong interest and subjective tendency in the process of actively participating in the study of classical Chinese, and then promote the "recognition", "interpretation" and "analysis" of the language, so that students can truly understand the simple classical Chinese and understand its essence, which is beneficial to writing and life.

(2) Theoretical basis

1. Psychology points out that interest is an important psychological factor to promote people's knowledge-seeking activities and learning, which can make people concentrate and actively engage in certain activities. Any activity that suits one's interests is easy to improve one's enthusiasm.

2. Psychological research shows that in the process of language learning, when students focus on the language itself (knowledge and rules), the degree of anxiety is higher, while when they focus on the content expressed in the language, the degree of anxiety is obviously reduced and it is easier to learn.

3. Subjective education theory holds that students are not only the object of education, but also the subject of learning, understanding and development. The influence of education is everything in the external object, and only through students' subjective activities can it be internalized into the quality of the subject. The classroom teaching method that embodies students' subjectivity is a multilateral activity in which teachers and students participate and communicate with each other. Teachers are organizers of teaching activities, students are independent participants in self-development and active explorers and creators. The relationship between teachers and students is democratic, equal and cooperative. This kind of teaching can make students gradually move from "others' learning" under the guidance of teachers to "autonomous learning" based on self-study, and finally achieve the goal of learning to learn and create.

4. Principle of cooperation: In research, it is necessary to change the phenomenon of mutual isolation among teachers, students, families and schools, and emphasize mutual cooperation and promotion.

5. The new curriculum standard points out: "The purpose of moderately strengthening the study of classical Chinese is to encourage students to deepen their understanding of the excellent traditional culture of the Chinese nation, enrich their cultural heritage and enhance their cultural taste."

2. 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 the study of the basic content and knowledge of classical Chinese can be completely left to students for self-study. Teachers only play the role of mediation and guidance, answer questions in class, discuss difficulties and consolidate tests. Teachers' teaching should be "less but better" and half of their energy should be spent on 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.

3. Urgent for the original soup: Tang Yinggong is an ordinary man who knows political affairs well.

Some officials were released from the election and resigned from the British public. Gong Yue said, "Come to Korea at the beginning of tomorrow."

By then, the doctor will be there. When the official resigned, the British public frowned and said, "Your longevity is ignorance of ministers and assistant ministers. My father can't read, and I can't teach you. Why can I stay? I am deeply ashamed of you. Work hard and let's go. "

The assistant minister and others were frightened and asked his name, so that the South Hospital could read the list, and it was soon introduced, and the official department made a history. When the British public was prime minister, some villagers tasted the food in the house.

The guest broke the edge of the cake. Won justice: "You are still young! This cake has been turned over twice. When cooked, plant, hoe, harvest, beat, make noodles, and then make cakes.

What is the way for teenagers to break up? No problem here. If you do such a thing to the Supreme Court, it will be your head! "The guest was completely ashamed. Fu Xiuzi said, "During the reign of Emperor Yuwen, Huazhou attacked Wang Pi, and a guest cracked the edge of the cake. He said: "This cake is very skillful, and then it is imported.

Volkswagen cracked it, but it was not hungry and exhausted! "The guest is startled. Also, the envoy of Taiwan Province sent me to eat rice, and I had the melon skin cut very thick and thrown to the ground.

Picking it up on the spot makes people feel scared. Nowadays, frivolous teenagers crack the edges of cakes and cut melons into pulp, thinking that officials are fooling around and the people are doing nothing.

[1]2 Translation: During the period of Emperor Taizong, British public officials and Li Ji were commonplace and participated in major policies. A minority official was dismissed.

He went to say goodbye to Li Ji. Li Ji said, "Meet me at the palace tomorrow morning."

The next day, I went to the palace, and everyone below Ying Gong was there. Ethnic minority officials came to say goodbye.

Li Ji frowned and said, "Don't you know how to serve your boss? My father can't read, so I can't help you stay. I am very sorry for you. Try harder and be careful. "

Hearing this, the assistant minister and others immediately asked the man's name, led him to the south yard to see the list, and soon got it back, went through the formalities again and asked him to go to the official department for customization. When Li Ji was prime minister, a compatriot came to visit and Li Ji kept him for dinner.

The man tore off the edge of the cake and ate only the middle. Li Ji said, "Young man, this cake needs ploughing twice, planting and ploughing, harvesting and threshing.

Use grinding, use lolo, and then noodles can be made into cakes. What is the reason why young people throw away the edge of the cake? I'm fine.

If I were in front of the emperor, I would cut your head off. "The man was ashamed.

Fu Xiuzi said that the stabbing death of Yuwen in Huazhou made Wang Pi encounter the same thing. Wang Yi said, how hard did it take to eat this cake?

You tore off the edge of the cake, but you are not hungry. Please hold it for me. The man was surprised.

Once again, his men waited on Wang Pi for dinner, and the man peeled off the thick melon skin and threw it on the ground. Wang Pi picked it up and said, You gave it to me. This man is very scared.

Now some unscrupulous young people throw away all the corners of the cake, cut the skin of the melon very thick, and pretend to be a playboy. This is really something that ordinary people don't do.

4. How to create a vivid and efficient classical Chinese classroom in junior high school? Classical Chinese teaching is an important part of Chinese reading in middle schools. It plays a role in inheriting the excellent national culture, educating students in ideological and moral education, helping students understand ancient society and better master modern Chinese.

The new middle school Chinese textbook published by People's Education Publishing House in the autumn of 2000 has increased the reading of ancient poetry and classical Chinese. The new syllabus puts forward the requirements of "reading ancient poems and simple classical Chinese, understanding the content with notes and reference books, and reciting a certain number of famous articles". Compared with the past, it has two characteristics: first, the reading volume of classical Chinese teaching in junior high school has increased; Second, students' learning requirements are reduced, and they only pay attention to reading, reciting and understanding of basic contents, and have no specific requirements on the meaning of function words, flexible use of parts of speech and special sentence patterns.

But if you don't understand and master words and sentences, how can you understand and use them? I think this is a pair of teaching contradictions. How to break through the difficulties of junior middle school students in learning classical Chinese and effectively solve the contradiction between "extensive reading" and "poor reading" will become a major focus of our teaching exploration.

Based on the above considerations, I will improve the efficiency of classical Chinese classroom teaching from the following aspects. A basic and important goal of classical Chinese teaching is to thoroughly understand the teaching materials and establish the goal of correctly understanding the literal meaning of words and sentences in classical Chinese, but this is not the only goal.

In addition, students should also appreciate and evaluate the article properly. Most of the classical Chinese texts selected in the textbooks are very literary.

The ideological character of his characters, the author's attitude towards life, the pursuit of ideals, thoughts and feelings all have an influence on the formation of students' outlook on life, values and aesthetic taste. For example, Yu Gong's Yi Shan, Humble Room Inscription and Ailian Theory are self-evident.

Therefore, in teaching, we must first determine the teaching objectives, guide students to master the basic knowledge of classical Chinese, and at the same time let students appreciate and evaluate the works properly. Appreciating the feelings in the text, imagining the scenery in the text, understanding the way in the text and feeling the elegance in the text are the highest realms pursued by classical Chinese teaching.

Second, skillfully use tricks to stimulate interest. First-year students are unfamiliar with the study of classical Chinese and it is difficult to learn it. Interest is the best teacher. When students are interested in learning, they will be motivated to change passive learning into active learning.

Therefore, how to stimulate students' interest in learning is particularly important in the introduction of new courses. The vivid introduction of new courses will help students to enter a positive and happy learning state, relieve their fear of difficulties in learning classical Chinese, and promote their understanding and accumulation of words and contents in learning classical Chinese. According to the characteristics of classical Chinese, we can try the following methods: 1. Introduction to idioms and epigrams There are many idioms in the classical Chinese text of junior high school. If we adopt corresponding idioms to introduce this kind of classical Chinese teaching, we will achieve good teaching results.

Classical Chinese in junior high school, many articles can be introduced in this way, such as Sun Quan's persuasion and Peach Blossom Garden. In addition, there are many famous aphorisms in junior middle school classical Chinese, which can not only deepen students' understanding of the text, but also strengthen the accumulation of language.

2. Introducing stories with vivid stories and beautiful legends can also arouse students' interest in learning and deepen their understanding of the text. The story used to lead in can be the story described in the text itself or other stories related to the content of the text.

For example, when teaching classical Chinese with strong stories, such as Wolf, Stomatology and For Learning, teachers can tell stories to students first, then guide students to learn the corresponding classical Chinese, and then implement word teaching. For another example, the story of Tengjian Yueyang Tower can be used for teaching, and the story of Liu Bei's three visits to the thatched cottage and Zhuge Liang's dedication can be used for teaching, so as to broaden students' horizons and deepen their understanding of the text.

3. Using pictures and media to stimulate students' interest can mobilize students' existing knowledge reserves related to the content of the text to introduce the text, review the old and learn new things, and stimulate students' interest in learning, such as using the Three Gorges of the Yangtze River in geographical knowledge to introduce the Three Gorges; You can download pictures related to words from the internet, read articles with classical music by multimedia means, or directly display audio-visual and picture contents related to words by multimedia means to create scenes; Give full play to the initiative of students' active participation, and let students use network resources and related books to find information related to the text in preview. Third, highlighting the key points and strengthening the vivid introduction of new reading courses can only be the beginning. In the specific stage of guiding reading, we must strengthen reading, highlight the key points of learning, and avoid seeking perfection and covering everything.

At the same time, we should give full play to students' main role, completely abandon teachers' "cramming" teaching methods, let students think more, discuss more and speak more, and fully mobilize students' learning enthusiasm. In particular, strengthen students' reading training and adopt flexible and diverse ways to let students read and recite.

The classification and query of periodical articles are in the periodical database. As the old saying goes, "You can't know the meaning of a book until you read it a hundred times", which means that you can understand the intention of an article only after repeated reading. Reading is still an important way to learn classical Chinese. In teaching, we should not only pay attention to classroom reading, but also pay attention to extracurricular reading.

Classroom reading can be divided into three steps: first, the teacher's model essay reading. Teachers can not only make students remember difficult words and their pronunciations, but also make them read the text vividly. A pause in a sentence; Speed, more importantly, can stimulate students' interest in reading and improve their cognitive ability.

Teachers accurately and vividly simulate reading, and then unconsciously bring students into the beautiful realm of the article with the help of different changes in stress, intonation, pause, speech speed and volume, so that they have interest and motivation in learning. Second, students read aloud.

On the basis of the teacher's demonstration reading, students can read again and again. On the one hand, students can be required to sketch out the key words and famous sayings in the text while reading, and focus on memorizing them; On the other hand, we can perceive the content of the article, deeply understand the meaning of difficult words and sentences from the sentence structure and context, and grasp the author's views, attitudes and ideological tendencies expressed in the article. The students read aloud again.

Reading aloud means reading aloud repeatedly on the basis of understanding the meaning of the article, so as to be familiar with the article. Students' reading should be given scientific and targeted guidance to avoid aimless mechanical repetition.

Recite.

5. How to make the classical Chinese class "live" Wang Yuanmin, Pengshui Middle School, Chongqing 1. Skillfully set the lead to stimulate students' interest. Suhomlinski once said: "Only when students regard education as their own needs and are willing to accept it can they achieve the best results."

So I started to stimulate their interest. Only when students are interested can they have the motivation to learn. With * * *, they will take the initiative to learn and the class will move.

A good lead is half the success of teaching, so I will work hard on the lead. For example, when I was teaching the article "The Hill to the West of Kunteng", I set a lead: Life is like a glass of wine. For ancient China literati, although there are lucky people who are proud of the spring breeze, they can taste delicious food, but more frustrated literati are tasting bitterness.

Frustrated literati can only express their feelings about mountains and rivers and vent their depression with pens. Liu Zongyuan, the eight masters of Tang and Song Dynasties, is such a frustrated person.

After class, let the students know about Liu Zongyuan's life and fate in combination with pages 92 and 93 of the textbook. Have you read it? Answer loudly! Student: Yes, I do. ) Who can tell us? (Students raise their hands to answer) Good. As we know, Liu Zongyuan was repeatedly demoted for failing to participate in Wang's political reform. The ups and downs of his life became his literary wealth, but his political setbacks made him brilliant in literature.

His Eight Chapters of Yongzhou is even more valuable. So who knows Eight Records of Yongzhou? What are the eight records? After that, the students discussed with various arguments.

In this way, the whole class becomes active and the enthusiasm of students to answer questions rises sharply. A class passed easily like this.

Second, strengthen reading and cultivate students' emotions. "Read a book a hundred times and see its meaning" is an important reading method summarized by the ancients. The classical Chinese that has been preserved now, after being screened by countless readers, is a fine product with both literary beauty and quality. They are not only rich in ideological connotation, but also attractive.

This charm can only be realized through repeated reading, such as Mencius' noble and upright, Zhuangzi's Wang Yang's wanton, Li Bai's unrestrained and elegant, Du Fu's depressed and frustrated, and so on. You can't know the secret unless you read it repeatedly.

For example, if I recite Ouyang Xiu's Drunk Pavilion, I will feel that there is a clear spring overflowing my chest, and that kind of pleasure and beauty is incomparable by words. If we can guide students to appreciate the literary beauty and qualitative beauty of classical Chinese through reading, so that they can be edified, rich in details and rich in emotions when they appreciate the article, will the classical Chinese in front of students be so disgusting and boring? Therefore, students should read more books in teaching.

Of course, there are various forms of reading, such as simultaneous reading, group reading and free reading. Students can also read the full text, so as to perceive the content of the text as a whole, read the pronunciation correctly, and understand the rhythm and pause of classical Chinese reading; They can also read some key sentences aloud and read them intensively to deepen their understanding of the text.

For example, "Fengle Pavilion" "There are abundant mountains on it, but it is unique; Under the valley, it is hidden; There is a clear spring in the middle, but Weng gushes out. Let the students recite and experience. Third, flexible teaching can ignite students' enthusiasm, adjust the teaching relationship and adopt flexible and diverse teaching methods, which are effective ways to make students actively learn classical Chinese.

For the self-study class that is not difficult and interesting, I use the free discussion learning method. For example, I let the students read, memorize and dredge the meaning of the article by themselves, and then let the students find out their most interesting topics in combination with the content of the article and communicate in class.

In this way, students' enthusiasm is fully mobilized, full of energy and eager to try. Many students also expounded and demonstrated from both positive and negative aspects in combination with real life, and made a clear statement.

After they have an overall understanding of the text content, I will take the opportunity to ask some questions related to the text content, such as "What kind of cronies are friends of gentlemen?" "What kind of cronies are villain's friends?" "What is the central point of this article?" "How does the article demonstrate the right and wrong of friends of gentlemen and villains?" "What is the purpose of writing this article?" As questions are raised one after another, the enthusiasm of students is getting higher and higher. Using this method, students can exchange ideas, improve their understanding and inspire themselves in the collision of views.

Let students participate in teaching, let students explore by themselves, let them experience the happiness of progress, and get the satisfaction of knowledge at the same time. This is exactly what I want. Fourth, retell the full text to improve students' ability. On the basis of the previous study, I also asked the students to retell the text boldly.

They can be nominated by teachers, take the initiative to speak, or take the form of "driving a train", that is, each group of students read a sentence from the front and then translate it again, and then let other students evaluate who translated it best. At the same time, some controversial and incomprehensible words in the text can also be found out for discussion and solution.

For example, when I was in the class of Biography of Mao Ying, there was a sentence that said, "So I guided them to explore its meaning in combination with the known text content, and then the students had a heated discussion on the text content. Finally, they found that the author wanted to show the role of the brush here, so this sentence should be understood as "bamboo slips are written by it", and then "yes" is used as a demonstrative pronoun here, which can be interpreted as "this". The answer was finally found, and the students were excited about their gains. In this way, after a class, not only can students' expressive ability and thinking ability be exercised, but teachers can also understand the actual level of students, so as to give targeted explanations.

In this process, students not only deepen their impression of the text, accurately and profoundly understand the text, but also stimulate their interest in learning and enliven the atmosphere, thus getting twice the result with half the effort. In short, after a period of classical Chinese teaching practice, the atmosphere in the classroom is no longer as lifeless as before. In the words of other teachers, "all the students in your class are alive".

Me too.

6. How to make the classical Chinese class "live" Wang Yuanmin 1 of Chongqing Pengshui Middle School. Skillfully set the lead to stimulate students' interest. Suhomlinski once said: "Only when students regard education as their own needs and are willing to accept it can they achieve the best results."

So I started to stimulate their interest. Only when students are interested can they have the motivation to learn. With * * *, they will take the initiative to learn and the class will move.

A good lead is half the success of teaching, so I will work hard on the lead. For example, when I was teaching the article "The Hill to the West of Kunteng", I set a lead: Life is like a glass of wine. For ancient China literati, although there are lucky people who are proud of the spring breeze, they can taste delicious food, but more frustrated literati are tasting bitterness.

Frustrated literati can only express their feelings about mountains and rivers and vent their depression with pens. Liu Zongyuan, the eight masters of Tang and Song Dynasties, is such a frustrated person.

After class, let the students know about Liu Zongyuan's life and fate in combination with pages 92 and 93 of the textbook. Have you read it? Answer loudly! Student: Yes, I do. ) Who can tell us? (Students raise their hands to answer) Good. As we know, Liu Zongyuan was repeatedly demoted for failing to participate in Wang's political reform. The ups and downs of his life became his literary wealth, but his political setbacks made him brilliant in literature.

His Eight Chapters of Yongzhou is even more valuable. So who knows Eight Records of Yongzhou? What are the eight records? After that, the students discussed with various arguments.

In this way, the whole class becomes active and the enthusiasm of students to answer questions rises sharply. A class passed easily like this.

Second, strengthen reading and cultivate students' emotions. "Read a book a hundred times and see its meaning" is an important reading method summarized by the ancients. The classical Chinese that has been preserved now, after being screened by countless readers, is a fine product with both literary beauty and quality. They are not only rich in ideological connotation, but also attractive.

This charm can only be realized through repeated reading, such as Mencius' noble and upright, Zhuangzi's Wang Yang's wanton, Li Bai's unrestrained and elegant, Du Fu's depressed and frustrated, and so on. You can't know the secret unless you read it repeatedly.

For example, if I recite Ouyang Xiu's Drunk Pavilion, I will feel that there is a clear spring overflowing my chest, and that kind of pleasure and beauty is incomparable by words. If we can guide students to appreciate the literary beauty and qualitative beauty of classical Chinese through reading, so that they can be edified, rich in details and rich in emotions when they appreciate the article, will the classical Chinese in front of students be so disgusting and boring? Therefore, students should read more books in teaching.

Of course, there are various forms of reading, such as simultaneous reading, group reading and free reading. Students can also read the full text, so as to perceive the content of the text as a whole, read the pronunciation correctly, and understand the rhythm and pause of classical Chinese reading; They can also read some key sentences aloud and read them intensively to deepen their understanding of the text.

For example, "Fengle Pavilion" "There are abundant mountains on it, but it is unique; Under the valley, it is hidden; There is a clear spring in the middle, but Weng gushes out. Let the students recite and experience. Third, flexible teaching can ignite students' enthusiasm, adjust the teaching relationship and adopt flexible and diverse teaching methods, which are effective ways to make students actively learn classical Chinese.

For the self-study class that is not difficult and interesting, I use the free discussion learning method. For example, I let the students read, memorize and dredge the meaning of the article by themselves, and then let the students find out their most interesting topics in combination with the content of the article and communicate in class.

In this way, students' enthusiasm is fully mobilized, full of energy and eager to try. Many students also expounded and demonstrated from both positive and negative aspects in combination with real life, and made a clear statement.

After they have an overall understanding of the text content, I will take the opportunity to ask some questions related to the text content, such as "What kind of cronies are friends of gentlemen?" "What kind of cronies are villain's friends?" "What is the central point of this article?" "How does the article demonstrate the right and wrong of friends of gentlemen and villains?" "What is the purpose of writing this article?" As questions are raised one after another, the enthusiasm of students is getting higher and higher. Using this method, students can exchange ideas, improve their understanding and inspire themselves in the collision of views.

Let students participate in teaching, let students explore by themselves, let them experience the happiness of progress, and get the satisfaction of knowledge at the same time. This is exactly what I want. Fourth, retell the full text to improve students' ability. On the basis of the previous study, I also asked the students to retell the text boldly.

They can be nominated by teachers, take the initiative to speak, or take the form of "driving a train", that is, each group of students read a sentence from the front and then translate it again, and then let other students evaluate who translated it best. At the same time, some controversial and incomprehensible words in the text can also be found out for discussion and solution.

For example, when I was in the class of Biography of Mao Ying, there was a sentence that said, "So I guided them to explore its meaning in combination with the known text content, and then the students had a heated discussion on the text content. Finally, they found that the author wanted to show the role of the brush here, so this sentence should be understood as "bamboo slips are written by it", and then "yes" is used as a demonstrative pronoun here, which can be interpreted as "this". The answer was finally found, and the students were excited about their gains. In this way, after a class, not only can students' expressive ability and thinking ability be exercised, but teachers can also understand the actual level of students, so as to give targeted explanations.

In this process, students not only deepen their impression of the text, accurately and profoundly understand the text, but also stimulate their interest in learning and enliven the atmosphere, thus getting twice the result with half the effort. In short, after a period of classical Chinese teaching practice, the atmosphere in the classroom is no longer as lifeless as before. In the words of other teachers, "all the students in your class are alive".

I also learned from.