Wang Jun's Classical Chinese Teaching Mode

1. What are the common modes of effective teaching of classical Chinese? 1. Reading mode The author was fortunate enough to listen to an open class of classical Chinese teaching by Qian Menglong, an old-timer in the Chinese language field, in Jinhua, Zhejiang. At that time, it was a borrowing class, and Mr. Qian demonstrated teaching after being invited to give lectures, and talked about Liu Yuxi's "Inscription on the Administration Office".

I remember that in the whole class, money always guides students to read, and there are only a few words on the blackboard; Finally, the students simply recited the text together and won the audience's applause for a long time. Qian Lao's class is a reading mode.

The essence of this traditional teaching method is: 1, which transforms teachers' explanations into students' practical reading; 2. Shift the foothold from stressing translation, reading translation, grammar and induction to guiding reading; 3. Transfer the induction of the usage meaning of real words and function words to the reading and reciting of example sentences. 4. Transfer the analysis of key sentence patterns to the reading and reciting of representative sentence patterns. The specific steps can be divided into four steps: 1, reading aloud-at the beginning, we can feel what she is feeling, even before she goes to class, or the teacher demonstrates reading aloud, or reading aloud on tape, so that the beauty of the phonology of the text can flow into the students' hearts like spring water, and then the students can read freely according to their own understanding, requiring accurate pronunciation and rhythm, and initially constructing the overall cognition of the text.

In teaching, this link focuses on stimulating interest, aiming at mobilizing students' enthusiasm for learning. 2, translation and reading-if you want to do well, you must sharpen your knife first. The biggest difference between classical Chinese and modern Chinese lies in the difference in language expression.

Therefore, it is of great significance to implement the link of "translation and reading". Due to the differences of students' individual learning situation, we can divide the whole class into several groups of four, and each group will be matched according to the learning differences of the top, middle and underachievers.

Start translation and reading, each group is determined by the top students as the group leader, that is, each group member translates a sentence in turn, and the differences are also discussed and solved by the group. The problems that are really difficult to obtain * * * knowledge are recorded by the group leader, and the teacher pays attention to collecting and sorting out during the patrol guidance, and the general problems are solved on the spot, especially the representative problems that are contended by a hundred schools of thought will be discussed and solved during the class communication. 3, enlightenment reading-I can never get tired of reading old books, I am familiar with them and think deeply, knowing that "enlightenment reading" is a homework. After repeated questioning and speculation, a bright future has finally come.

"Understanding reading" generally includes three teaching steps: "analysis, taste and thinking". "Analysis" means analyzing the overall structure of the article or grasping the story; "Taste" refers to tasting the key words and sentences of the article, so as to understand the main idea of the full text and the author's ideological tendency; "Thinking" refers to the whole teaching process after learning the full text, and summarizes the knowledge of learning methods and laws to guide future students. At the same time, let students put forward their unsolved doubts and introduce them into class discussion.

In this link, teachers should devote themselves to awakening students' thinking, encouraging students to question and affirming students' guesses. The most valuable part of this link lies in the active participation of students, rather than giving them a perfect ready-made answer.

4, reciting-read the book a hundred times, its meaning is self-evident. Recitation requires teachers to pay attention to the guidance of reciting methods: they can recite according to the writing ideas of the text, key sentences and writing characteristics. If students insist on reciting for a long time, they can not only master the text better, but also have an immeasurable impact on writing and reading.

It is not only the internalization and sublimation of the whole learning process, but also a powerful measure to pay attention to students' sustainable development and lifelong learning. This teaching mode emphasizes the cultivation of reading and the combination of reading methods and test exercises.

Finally, a new teaching mode of classical Chinese is realized, which aims at reading, deepens problem design independently and solves problems actively. Students are required to read aloud in class first, learn its rhyme, get its rhyme, and then try to translate and read it carefully, so as to understand it thoroughly, swim between the lines accurately and unimpeded. Then, let the students understand the full text from the three levels of "analysis, taste and thinking", so as to realize the leap from sensibility to rationality and return to perceptual epiphany from rationality. Finally, students are required to recite the full text.

If you can persist in reciting for a long time, you can achieve your goal of reading simple and easy-to-remember classical Chinese. Second, the "five links" classroom learning guidance model The so-called "five links" refers to: autonomous learning-reading perception-dredging the meaning of the text-exploring-accumulating and expanding.

This model is characterized by inquiry learning, which attaches importance to students' understanding and mastery of classical Chinese vocabulary and pays more attention to students' learning process. Link 1: Stimulate students' interest and guide them to learn independently. Pay attention to guidance: (1) Collect information to stimulate students' interest in learning and enrich their learning.

(2) Guide students to use reference books correctly, treat counseling books correctly, avoid learning without thinking, and accept them all. (3) Guide students to find problems on their own initiative, acquire new knowledge, make clear the problems they encounter, and be prepared to ask questions.

Link 2: Reading training, perception of the article to cultivate a sense of language, do not break or change reading, fluent and coherent, clear and accurate pronunciation of words, grasp the emotional tone. Link 3: Group cooperation to help solve difficult problems in translation, summarize the meaning of paragraphs, implement the regular usage of notional words and function words, and accumulate knowledge. Link 4: Discuss and grasp the main idea.

(Problem-based teaching method) Problem-solving link 5: Practice consolidation, accumulation and expansion 3. Leap over the classical Chinese teaching mode (by leaps and bounds) 1. Read the text by yourself and decipher word 2. Translate the text, deconstruct 3. Explain the meaning in deep questions and promote thinking 4. * * * Comprehend feelings in reading 5. Deepen cognition in expansion 6. Class paper 7. This is a good start for classroom teaching.

Someone once said: "Successful teaching needs not compulsion, but arousing students' interest. "Indeed, interest is the motivation and energy for students to learn. With it, students can actively learn knowledge, improve their ability and greatly improve the teaching effect.

Change the mode of teachers' introduction in the past, let students carefully design classroom leads, and let the classroom become a stage for students to show their personality. Attach a wonderful introduction designed by students while studying in Lian Po and Lin Xiangru. Example 1: two thousand years, time has changed, things have changed, and the dead have gone like this, and the dust has settled.

2. How to build an interesting classroom teaching model of classical Chinese? Classical Chinese is the carrier of inheriting the splendid ancient culture of the motherland and a precious cultural heritage left by the ancients.

Learning classical Chinese can increase students' cultural background, cultivate their sense of language and thinking, and improve their spiritual character. However, for a long time, the teaching of classical Chinese has followed the motto of "implementing every word and speaking every sentence well", and the teaching method is rigid, which makes students feel bored every day.

Classical Chinese teaching after the curriculum reform is the most chaotic. Some teachers regard it as a reference book, while others regard it as a modern text. There are many reasons for these phenomena, mainly in two aspects: the former is due to the overemphasis on "instrumental" in traditional teaching, the overemphasis on the mastery of classical Chinese grammar, and the understanding of notional words and function words. The latter only requires careful reading, which is due to the misunderstanding of the new curriculum standard "reading classical Chinese" ... reciting 80 excellent poems ".

How to teach classical Chinese under the guidance of the spirit of the new curriculum standard? We adopt the learning mode of "independence, cooperation and inquiry" and the classroom teaching mode of "learning before teaching and training in class", and explore the five-link classroom learning guidance mode of "reading aloud, perception, dredging meaning, understanding theme, appreciation and evaluation, accumulation and migration", which has received good results. Five-link classroom learning guidance model: taking Xiaoshitang's story as an example.

This ancient prose is arranged in the unit of "Writing Scenery and Expressing Lyrics" in 8th grade (Volume II) of People's Education Edition. The focus of this lesson is to cultivate a sense of classical Chinese language and learn how to write distinctive scenery.

This paper adopts the five-link classroom learning guidance mode for teaching. The first step is to stimulate interest in the introduction and read it aloud.

This paper introduces Liu Zongyuan's famous sentence when he was appointed as the secretariat of Liuzhou, "There is no forest in three hundred miles, the mountains are vague, and nine river bends are spinning in our stomachs." Then the teacher read aloud with the music, and the students read freely, calling names in turn and reading in chorus.

In the process of reading, correct pronunciation, stress, pause, rhythm and other problems. The second step is to clarify the meaning.

With students' autonomous learning as the mainstay, the classroom teaching mode of "learning before teaching and training in class" and the new curriculum standard of "autonomy, cooperation and inquiry" are adopted to create a relaxed and harmonious mother tongue learning environment. Students use reference books and text notes for self-translation. When they don't understand the words, they translate them in groups. Finally, the teacher guides the difficult sentences that the group can't solve.

The third step is to understand the main idea. Ask questions and make students think: What do you think of Little Stone Pond written by Liu Zongyuan? The students think the small stone pond is beautiful, with clear water and strange stones and quiet scenery. The teacher asked, "What is its most prominent feature?" The students quickly came to the conclusion that this was a "stone miracle". The teacher asked the students to find the basis in the text, give the reasons, and then summarize.

In this link, the teacher adopts the reading guidance method of "overall appreciation". The fourth step is to appreciate the sentiment.

This article is of great artistic value. Students are required to combine their own experiences, understand the literary meaning and context, and cultivate aesthetic taste.

Let the students know the clear characteristics of the pool, first understand the sentences in the text, and then let the students describe the blue waves they saw with their own eyes. The students were full of interest and spoke in succession.

The fifth step is to accumulate and migrate. Guide the students to recite the text according to the blackboard.

Then draw lessons from the writing method of this article, describe a familiar tourist attraction, and pay attention to write the characteristics and feelings of the scenery. Through the expansion and application, the language, composition and structure of ancient Chinese are all felt by students as a whole.

The application and practical significance of the five-link classroom guidance model are introduced as follows: Reading comprehension. Reading aloud can be said to be the most important and effective method of Chinese education in ancient China for thousands of years.

The meaning of "reciting" understood by Zhu in Song Dynasty is "the first meaning of Taoism", its content is "perusing carefully", and its method is: it must be recited. Zhu's theoretical summary affirmed the position of "reading aloud" in the traditional teaching method of classical Chinese in China.

Ancient Chinese teaching should downplay grammar and translation, and spend time guiding students to read repeatedly at multiple levels. "Read a book a hundred times and you will find its meaning." Entering the artistic conception in Lang Lang Shu Sheng can arouse students' interest in reading classical Chinese, and make students infect and imperceptibly integrate ancient and modern famous sentences into their own language system.

Make clear the meaning of the text. Give priority to students' self-study.

The new curriculum standard clearly points out that students are the main body of learning and development, and advocates independent, cooperative and inquiry learning methods. "Learn before teaching, teach with learning, and promote teaching with learning" to achieve the best teaching effect.

First of all, the students translate by themselves, and the groups translate each other. Finally, the teacher gave guidance to the difficult problems that the group could not solve. In the process of translation, give full play to students' subjective initiative and cherish students' personalized, different and creative understanding. Teachers mainly play the role of organization, guidance, encouragement and guidance, leaving room for students to improve their awareness of classical Chinese in reading since enlightenment.

Understand the main idea. The ancient Chinese texts selected in the textbook are all short and beautiful.

The new curriculum standard points out: correctly grasp the characteristics of Chinese education and attach importance to cultivating a good sense of language and overall grasping ability. We advocate holistic reading, introduce the concept of autonomous reading into classroom teaching, and attach importance to holistic reading of classical Chinese. We can find that the text can form a "collective" knowledge block from the point, line or surface angle, and then skillfully design teaching questions, guide students to chew and appreciate, and feel the beauty and ideological content of the text as a whole. Teachers can throw some challenging questions in time to make students think deeper and wider.

Appreciation and feeling. Almost all the classical Chinese in the textbooks have high artistic value, and their concise language and exquisite structure are comparable to ordinary articles.

On the basis of students' overall reading, teachers should guide students to be full of English and have a taste of Chinese, and gradually cultivate students' aesthetic interest. The following methods can be used: 1. Combine your own experience and experience the literary context.

2. Read more about the entries and feel the meaning of the article. 3. Write feelings and exchange feelings.

Accumulation and migration. Accumulation is to guide students to recite wonderful sentences and increase language accumulation. The so-called "thick accumulation and thin hair" is the truth.

Teachers take the text as the center, carefully select some articles which are similar or opposite to the ideas, writing background and language style of the articles according to different learning priorities, guide students to read, and conduct language use training, such as imitation, rewriting and expansion. Accumulation and application are important ways to learn Chinese well, and ancient Chinese is no exception.

In the teaching of classical Chinese, we try the five-link classroom learning guidance model, which is helpful to give full play to learning.

3. Who has the answer to this classical Chinese? This is the standard answer:

1. Learn to persuade the good; Study hard with "three leftovers";

2.

(1) influence; Wear (or "wear");

(2) significance; Interest.

3.

(1) A: Professor Wang Shengjun was worried that Mo Chi was not obvious enough, so he wrote "Wang Jinyou Jun Mo Chi" and hung it between the telephone poles in front of the door to commemorate it.

(2) Answer: Winter is a year's free time, evening is a day's free time, and rainy days are free time in farming.

I am good at studying in my spare time. (We can talk about enlightenment from different angles, such as: ① Read it a hundred times to see its meaning; (2) Dong Yu teaches people tirelessly ...)

4. What are the teaching modes of Chinese teaching? In order to obtain a certain teaching result, the mode formed by comprehensive application of various specific teaching methods is a stable structural form of teaching activities in a certain environment under the guidance of certain educational ideas, teaching theories and learning theories.

Starting from 1998, we have formulated four new teaching modes: one is the teaching mode of high school students' creative learning ability. The innovative spirit of high school students' Chinese learning is mainly cultivated from five aspects: the cultivation of students' innovative learning ability and Chinese special research class. Second, the composition teaching mode with students' subjectivity and creativity as the core. Mainly from the students' emotion, psychology, thinking, language sense and other aspects in the process of composition, and strive to find a new way of composition teaching. Thirdly, the combination of internal and external determines the reading teaching mode of independent consciousness. It is divided into classical Chinese and modern Chinese. It aims to cultivate students' reading ability from the perspective of emotion and thinking, and strive to change the long-standing situation that reading teaching only sees "text" but not "people" Fourthly, the extracurricular activity mode of cultivating Chinese comprehensive ability. Mainly through elective courses, social investigation, literary club activities, self-run literary newspapers and periodicals, holding literary lectures, and formulating the "literature required reading bibliography for middle school students" to develop students' comprehensive ability.

First, the teaching mode of lectures and reading classes

Second, the classroom teaching mode of self-study courses

Third, comprehensive learning classroom teaching mode

Fourth, the classical Chinese classroom teaching mode

Verb (abbreviation of verb) exploration-discovery teaching mode

And so on, but many people advocate that "teaching is not fixed, ability is the key"