Classical Chinese in primary school began.

1. Starting from Classical Chinese, the first poem "Starting from Classical Chinese in Primary School" is rich in materials, with philosophical fables that inspire life, household myths, heroic epics that are famous for their mountains and rivers, and touching stories and legends. In terms of taste, both refined and popular tastes, including easy-to-understand narrative stories and noble and elegant quotations from famous artists, can be used as reference books for children to learn classical Chinese and literary reading materials for readers' desks.

The selected words in the book are basically marked with the source, and the author and source are briefly introduced. Some chapters belong to the same ancient book. Only when the chapters in this ancient book appear for the first time will the brief situation of this ancient book be introduced.

For example, The Warlord in the Bonfire Play, Calling Deer Horses, Birds Bow Down and Hide, and other chapters are all from Historical Records, but the introduction of Historical Records and author Sima Qian is only marked after the source of the first Warlord in the Bonfire Play, and other chapters are not repeated here.

2. Whose is the classical Chinese teaching method in primary schools? Original publisher: Long Yuan Journal Network.

Classical Chinese is a precious heritage of China's ancient excellent culture, which embodies the humanistic essence of the Chinese nation. Therefore, in the primary school language 1 1, two short essays in classical Chinese were arranged, namely "Learning Games" and "The Day Two Children Debate". The purpose is to let students feel the language of classical Chinese and lay the foundation for entering junior high school to learn classical Chinese. However, for primary school students, "classical Chinese" is a new term. For beginners, they may feel "hitched" in their hearts, which will directly affect their enthusiasm for learning in the future. Therefore, although there are only two short essays in this stage of teaching, it is very useful. Here I want to talk about my own views on the teaching method of classical Chinese in primary schools.

First, let children break their fear of difficulties.

The ancient poetry that children have been exposed to before is also a form of expression of classical Chinese, which is catchy, easy to read and understand, and easy to recite. Before teaching classical Chinese, I showed several common epigrams in classical Chinese to introduce into the new class to arouse students' interest in learning. After showing the common epigrams in classical Chinese: "If there are three people, there must be a teacher" and "Read it a hundred times, and you will know its meaning", please read these epigrams yourself and say the meaning in your own words. Teacher: What are the characteristics of these epigrams compared with the written language we usually use? Then the teacher briefly introduced the significance of learning classical Chinese, which fully mobilized students' interest in learning and provided motivation for learning classical Chinese well. Tell children that this is also an ancient culture in China, and children will soon understand it, and their fear of difficulties will soon be lifted.

Through various forms of reading aloud, students' sense of language can be cultivated. Classical Chinese is more rhythmic and distinctive than modern vernacular Chinese.

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. Write a composition on the topic of oral communication. Human language exists in two forms, one is written language and the other is pronunciation. The same is true of the composition of the article, which is usually considered to be presented in written form, but actually presented in oral form.

Broadly speaking, people's oral communication is also one of the forms of articles, which is meaningful, emotional and has a beginning and an end. Isn't it the same with oral communication? Recording oral communication, especially on formal occasions, is an article with dialogue style. Therefore, oral communication is inextricably linked with articles, or it is a member of the article family.

However, oral communication and article reading and writing influence and draw lessons from each other. As mentioned above, the fluency of oral expression is conducive to the swiftness of written expression, and the standardization of written expression is conducive to the elegance of oral expression. Some people may say that many people in real life are not good at spoken English, but good at written English; Some people talk big in spoken language, but they are all thumbs in written language. Can't they give full play to their respective strengths and settle down in society? There are many such situations. However, in today's era, society needs all-round talents. You should not only be able to speak and write, but also be able to complete your work independently and cooperate with others. Today's talents, especially young talents, will not have great development prospects in society and work if they rely solely on their own talents without such requirements.

So it is necessary for us to turn ourselves into a generalist in oral communication and reading and writing articles. 1. Both belong to the category of Chinese education. As we all know, traditional education in China only pays attention to reading and writing, but ignores oral communication.

As Zhang Zhigong pointed out, China's teaching is all written training (reading and writing), while oral training is completely ignored. ..... What's more noteworthy is that the society is indifferent to the weakness of oral English, and it doesn't see the relationship between oral English and written English, and it doesn't see the adverse impact of insufficient oral English on modern life and work. "

(Gains and Losses in Traditional Chinese Teaching, Selected Works of Chinese in Zhang Zhigong, Volume I, Peking University Publishing House, 1998,10/Edition) Zhang Zhigong not only accused traditional Chinese education of neglecting oral communication, but even examined Chinese education from the requirements of modern life, criticizing the attitude tendency that contemporary Chinese education is still "indifferent". The words are still in my ears.

Looking back on the development of contemporary education in China, the understanding of oral communication has gone through a difficult road. Before the Cultural Revolution, it was a blank. After the Cultural Revolution, it began. After entering the new century, oral communication and reading and writing are really put on the same scale and regarded as an indispensable part of Chinese education. The middle school Chinese syllabus of 1963 has always been regarded as the source of contemporary Chinese tool theory and ability theory. Firstly, it puts forward three remarkable Chinese abilities of middle school students: the purpose of Chinese teaching in middle school is to teach students to correctly understand and use the language of the motherland, so that they can read and write modern Chinese and initially have the ability to read classical Chinese.

Clearly pay attention to the reading and writing ability of articles, but ignore the oral expression ability. 1978' s "Chinese Teaching Syllabus for Middle Schools" revised it, and mentioned the oral expression ability for the first time: from junior high school to senior high school, students should gradually improve their oral expression ability and learn to speak Mandarin ... They have begun to pay attention to this content, but the requirements are simple and lack of details.

1986 "Chinese Teaching Syllabus for Middle Schools" goes a step further, putting oral expression and written expression side by side: oral expression and written expression are equally important in modern life. Guiding students to read and listen orally, explain things and express opinions can not only improve students' oral expression ability, but also promote their written expression ability.

The expression is more detailed and has certain operability. 1988' s junior high school Chinese syllabus not only embodies the importance of oral expression, but also lists "listening and speaking ability", "reading ability" and "writing ability" in the ability training projects of each grade.

Since then, according to the classification principle of "listening, speaking, reading and writing" or "reading, writing, listening and speaking", the syllabus and curriculum standards have expressed the teaching requirements of oral expression ability more and more clearly and in detail. What really attaches importance to oral communication, juxtaposes it with reading and writing ability, and rises to the height of intellectual education is the Chinese curriculum standard of compulsory education. Try to explain the general goal of Chinese course: Chinese course should cultivate students' thoughts and feelings of loving the motherland's language and characters, guide students to correctly understand and use the motherland's language and characters, enrich language accumulation, cultivate language sense, develop thinking, and make students have the ability to read, write and speak to meet actual needs.

Four kinds of parallel abilities are put forward, oral communication ability and other abilities are included in the category of Chinese ability. Moreover, the curriculum standards have elaborated the teaching objectives of oral communication in each subsequent period (there are too many original texts to repeat), which shows that after decades or even hundreds of years of exploration, the Chinese education community has really mastered the most essential laws of Chinese education.

In a word, "listening, speaking, reading and writing" has entered the modern Chinese teaching dictionary as a fixed word, and the training objectives of the four abilities have been stipulated by laws and regulations such as syllabus and curriculum standards, which have been paid attention to by teachers and students. Second, scientific training is the same for both. Since listening, speaking, reading and writing are parallel, they should all be included in the scope of Chinese training. Since oral communication is recognized as one of the basic abilities of Chinese, scientific and effective training should be carried out.

The following are some general reference suggestions. Take care of a low starting point and pursue high goals.

People's abilities, temperament and personality vary widely, as do listening, speaking, reading and writing. It is difficult to "standardize" listening, speaking, reading and writing exercises with uniform methods and standards, but one thing is certain, that is, among different learners, under the condition of uneven ability level, choose a lower benchmark as the starting point.

This is just right for middle and low level learners, and it is also an opportunity for higher level learners to show their superior ability. For example, the first volume of the seventh grade of the People's Education Edition comprehensively studies "This is me".

5. Why does primary school Chinese attach importance to classical Chinese? Classical Chinese has become a thing of the past. Now, should we learn classical Chinese? Some scholars have visited Taiwan Province Province, Singapore and other places that attach importance to the teaching of classical Chinese or Southeast Asian countries, lamenting how much our Chinese education has paid for diluting and weakening classical Chinese! A few years ago, after several discussions on "the dispute between literature and vernacular", the Chinese community in middle schools has basically reached the understanding that classical Chinese still needs to be studied and strengthened.

Strengthening the teaching of classical Chinese is not against the trend of the times, but complements and promotes each other. On the surface, they seem to be moving in the opposite direction, but in fact they are moving in the opposite direction.

This is determined by the teaching value of classical Chinese. What are the main aspects of the teaching value of classical Chinese? First, the value identification function of classical Chinese teaching in primary schools-cultural value For 5,000 years, after the creation and accumulation of generations of Chinese descendants, Chinese culture has experienced vicissitudes, but it is endless and has rich and profound connotations.

Cultural achievements have been preserved completely and orderly by classical Chinese. Learning classical Chinese in middle school is the starting point for many middle school students to get in touch with traditional culture, which lays a foundation for them to further understand and love the motherland culture in the future and plays a very key role in the formation of their lifelong cultural literacy.

Training function-educational value 1988 1988 In early 1988, 75 Nobel Prize winners declared in Paris that if human beings want to survive in the 2 1 century, they must look back on 2500 years and learn from the wisdom of Confucius. This tool belongs to "classical Chinese".

From the short-term effect, it is helpful to improve students' ideological understanding of one person and one thing; From the long-term effect, it helps to strengthen their moral cultivation, establish national self-confidence, enhance their sense of social responsibility, and thus shape their perfect personality. Development function-artistic value comes down in one continuous line in ancient and modern Chinese. They are the relationship between "source" and "flow", which are both different and inextricably linked.

When learning Chinese, we can't ignore the consanguineous relationship between ancient Chinese and modern Chinese. Classical Chinese teaching can be traced back to the source and serve the present, thus further enriching and developing modern Chinese. On the other hand, learning classical Chinese also helps to overcome the "language fault phenomenon".

To develop modern Chinese, we need to continue to draw nutrients from ancient Chinese and absorb the factors that are still alive. Second, the teaching objectives of classical Chinese teaching in primary schools In recent years, the voice of strengthening classical Chinese teaching and increasing the proportion of classical Chinese in teaching materials is growing, and many people of insight have begun to put it into action.

The primary school Chinese textbooks published by Education Press also have a place in classical Chinese, which pays attention to the connection between the third and fourth teaching contents and adapts to the spiraling demand of children's cognition. This is a gratifying phenomenon. The new Chinese curriculum standard promulgated by 200 1 puts forward that primary school students should "know the richness and broadness of Chinese culture and learn the wisdom of national culture."

It is pointed out that the general goal of classical Chinese teaching is to read simple classical Chinese with the help of reference books. Obviously, this goal is aimed at grades 7-9, because in the phased goals, only in the goals of grades 7-9, statements are made. " Read simple classical Chinese and understand the basic content with the help of notes and reference books.

In the stage goal of grades 5-6, there is also "reading excellent poems and paying attention to appreciating the content and emotion of the works through the tone and rhythm of the poems". But this requirement is to put "poetry" and "prose" together, and it is not difficult to see the characteristics of tone and rhythm, which are more reflected in poetry.

The fuzziness of the teaching goal of classical Chinese in primary schools leads to two tendencies: one is to confuse it with middle school teaching and raise it arbitrarily; The other is to explain the text in words, which is superficial. It is very necessary to formulate reasonable teaching objectives based on the requirements of curriculum standards and comprehensive interpretation of teaching materials and students' original experience.

Generally speaking, we should adhere to three principles. First, let students feel the language of classical Chinese, understand China's long and splendid language and culture, and experience the richness and broadness of Chinese culture; The second is to cultivate students' interest in learning classical Chinese, sow the seeds that they like reading, stimulate their feelings of loving the language and literature of the motherland, and make a good transition for junior high school to learn literature.

Third, with the help of notes and teachers' guidance, understand the main idea, read well and accumulate language. Three, the "four-step teaching method" of classical Chinese teaching is a very important content in Chinese learning.

How to learn classical Chinese and improve the reading ability of classical Chinese is very important. In recent years, I have gradually explored a set of classical Chinese teaching methods-four-step teaching method.

According to my usual application, I think the "four-step teaching method" is a very effective way to learn classical Chinese and improve the reading ability of classical Chinese. The so-called "four-step teaching method" refers to the teaching goal of completing the whole article through four-step teaching when learning classical Chinese.

Let's take Ten Analects of Confucius as an example to talk about the specific methods of the four-step teaching method. Step 1: Read the pronunciation correctly and pay attention to the rhythm. Most classical Chinese will have some rare words, which requires students to correct their pronunciation by reading notes, consulting reference books or listening to teachers when they start learning classical Chinese.

After reading the pronunciation correctly, let the students master the rhythm of the article. If you don't grasp it well, it will be difficult to grasp the meaning of the text.

For example, "study from time to time, don't you?" "Say" should be pronounced "Yue", meaning happy. In this way, students can accurately understand the meaning of "speaking" when understanding the text.

Step 2: Understanding Key Words Translation Sentences In this step of reading teaching, students should understand the meaning and sentence meaning by combining notes or consulting materials.

Including generic words, flexible use of parts of speech, various sentence patterns and other classical Chinese knowledge, and then translated into written meaning. In order to achieve the purpose of preliminary perception of the text.

For example: "Does it forgive? Don't do to others what you don't want. " The explanation in the book "Forgiveness" is: Confucianism pushes others and others, and others love others.

Students can't really understand its meaning. At this time, the teacher helps students understand and tells them that "forgiveness" means tolerance and kindness to others.

Only in this way can students really understand the meaning of the sentence. Step 3: Learn more about the key tastes. On the basis of understanding the meaning of the sentence and the main idea of the text, let the students grasp the key paragraphs to understand the center and main idea of the article.

For example, when studying Ten Analects of Confucius, after students understand the meaning of the text, teachers should make students think about the learning methods and learning discussed by Confucius and his disciples.