Key points of classical Chinese teaching

1. The difficulty of classical Chinese teaching in junior high school is the difficulty of Chinese teaching! The requirement for junior high school is to correctly understand simple classical Chinese with the help of reference books. Although it is simple classical Chinese, it is still difficult for junior high school students to understand. So as a teacher, how to guide students to break through this difficulty? I think we should start from the following aspects: First, help students understand and memorize key substantive words. The memory and accumulation of key notional words is the basis of learning classical Chinese, because only by correctly remembering the usage of commonly used notional words can we understand the general idea of classical Chinese. Second, understand the usage of important function words. Important function words are also very important in learning classical Chinese, which can not be ignored. Pay attention to key sentence patterns. Some important sentence patterns also affect the understanding of classical Chinese. It is very important to understand special sentence patterns and remember fixed collocation. Finally, cultivate students' ability to analyze and appreciate classical Chinese, and guide students' interest in learning classical Chinese. Interest in classical Chinese is very important. In the process of teaching, we should guide students' interest in learning in time and teach them the methods of analyzing classical Chinese, so as to make continuous progress.

2. What aspects should be emphasized in the teaching of ancient poetry in primary schools? I have different views on the landlord's question and answer. "My teaching method is a four-step method: one is to know the author, the other is to read poetry, and the fourth is to understand poetry." 1, it is necessary to know the author. I agree with this step. Second, reading poetry is also necessary. The more familiar you are. I think there may be some problems. Ancient poetry is the essence of ancient literature, with concise language and beautiful artistic conception. Sometimes it involves allusion, irony, metaphor, lyricism and so on. This requires us not only to grasp poetry well, but also to know the current situation like the back of our hand. Otherwise, we should not talk about what we mean, let alone what we realize. Of course, some poems, although we can't say clearly what they really want to express, 4. So, don't delve into three, four or two steps, don't delve into them. For the exam, it is enough for students to say what each poem is about word for word. 5. My opinion is to recite it after you finish it. As the saying goes, "read it a hundred times, and its meaning will show itself." In fact, this is the experience of many adults. When they were young, they read a poem, no matter how much they read, they just memorized it. When they grow up, this poem will suddenly appear in their minds.

3. What are the main points of classical Chinese writing? As the carrier of traditional culture, classical Chinese plays an important role in promoting national inheritance and carrying forward traditional culture. However, at present, there is a single and passive phenomenon in the way of Chinese students learning classical Chinese. Students lack the opportunity and ability of independent exploration, cooperative learning and independent acquisition of knowledge, which leads to difficulties in the learning process. How can we talk about the beauty of reading classical Chinese? At present, the new curriculum puts forward higher requirements for students' reading of classical Chinese, emphasizing that in the process of Chinese teaching, students should "know the richness and broadness of Chinese culture and absorb the wisdom of national culture". Therefore, it is really urgent to let students contact classical Chinese from junior high school, stimulate their interest in learning classical Chinese and improve their enthusiasm and autonomy in learning. Faced with this situation, what strategies can be adopted to meet the needs of "autonomous" learning? First, pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. "Chinese Curriculum Standard" requires that reading teaching in all periods should attach importance to reading aloud: through reading aloud, students can directly and truly perceive the content of the text and understand the author's thoughts and feelings, which is an effective way to change their learning from passive acceptance to active discovery. The seventh grade students first came into contact with classical Chinese in the first unit. They have some difficulties in implementing the meaning of words, phrases and sentences in the text, so it is particularly important for students to perceive the whole content of the text without literary translation and understand classical Chinese through repeated reading. In teaching design, teachers' analysis and explanation are no longer used to replace students' independent perception of the text, but reading aloud is regarded as an important means for students to learn and understand. According to the students' situation, the teaching level of classical Chinese reading is designed, and different requirements are put forward for each reading, so that the main problems such as emotional theme can be solved through reading, thus improving students' overall perception of the article. For example, the teaching of Children's Fun (the first volume of the seventh grade of People's Education Edition) can be designed as follows: 1 Reading: Students are free to read the text, and they are required to know the glyphs and pronounce them correctly. For example, the items are (Wei) ginger and crane (6544). It is required to accurately grasp the pause of the sentence on the basis of accurate pronunciation. In this session, let the students comment on themselves, and then the teacher will give appropriate hints, such as "hold your head high/look at it, make it stronger, make it/smoke/fly" and so on. The teacher demonstrated reading in the second section, and the students realized how to correctly handle the reading rhythm. 3 reading: students read the text together and think about the author's childlike interest. Students look for sentences that express childlike interests. At this time, the teacher guides the implementation of the meaning of classical Chinese. Reading: Retell the contents of two pictures in the text in your own words. Reading: Look at the blackboard and try to describe the contents of these two pictures with sentences from the text. At this time, students can already recite in class. It can be said that the most basic way to learn classical Chinese is reading, and the best way is reading, with emphasis on reading and difficulty in reading. But it is not reading in the end, so students should pay attention to the changes in reading. Reading evaluation, learning and understanding, using the strategy of group reading, and finally achieving the effect of "self-understanding". Take reading as the starting point of learning classical Chinese, understand the text through reading, and let students read with interest in combination with their own experience background and the openness of reading materials, so that different students will make different "interpretations" of the text. Because they read the text truthfully and have thoughts, they will pour out. Autonomous learning will come naturally. Second, provide a platform for interaction and cooperation, so that the awareness of autonomous learning can be maintained for a long time. The new syllabus and new curriculum reform require respecting students' individual differences, attaching importance to students' personality development and allowing students to have their own opinions. Therefore, teachers must avoid "concentrated learning" in the teaching process, carefully organize learning activities, pay attention to the process, and provide an interactive learning platform for students. Through student-student cooperation, teacher-student cooperation, deskmate cooperation, group cooperation and class cooperation, each student's interest in learning and active participation consciousness can be maintained for a long time. In the specific classroom operation, we can adopt the strategic steps of asking questions, independent thinking, group discussion, speaking on behalf of others and achieving knowledge. For example, in the teaching of "Speaking New Languages of the World"? In Ode to Snow, I asked the students to discuss this problem: the teacher didn't comment on the metaphors of Xie Lang and Xie Daowen, but just laughed it off. So what do you think of the author's attitude and why? If you were to judge, which metaphor do you think is better and why? The students showed great enthusiasm. They are still learning with questions, so that students can feel the kindness of classical Chinese. Third, expand reading and strengthen students' interest in reading extracurricular classical Chinese. 1. Accumulate some ancient literary phenomena and historical knowledge. Ancient cultural phenomena refer to ancient rituals (utensils, tools, customs, names, places, etc.). For example, the word "scholar" in Debate and "Nine Days" in Morning Letters are ancient cultural phenomena. Another example is the story of Yueyang Tower to understand why Fan Zhongyan wrote Zheng Tong Ren before "rebuilding Yueyang Tower". Therefore, it is particularly important to supplement this knowledge in class. 2. Pay attention to the effective cohesion of ancient and modern meanings. We can use modern texts to help students better understand the meaning of classical Chinese. For example, we can talk about ancient Chinese knowledge in combination with idioms that students like to hear: the word "fake" in the preface to seeing Ma Sheng off to Yang is translated as "borrowing". We can contact Smith to impress the students. 3. Pay attention to the cultivation of knowledge transfer ability. It is far from enough for students to acquire the ability to read classical Chinese after class, so teachers should encourage students to read classical Chinese after class on the one hand, and on the other hand, they can let students do some classical Chinese exercises with appropriate difficulties related to the text to consolidate them. To get twice the result with half the effort. 4. There are various ways to improve the reading level of classical Chinese through writing. Can guide students to write "classical Chinese". Students can be given certain materials to express in the form of classical Chinese, not paying attention to how clever the writing is, but only using the learned classical Chinese vocabulary. For another example, students are required to graft the artistic conception of ancient Chinese into the reality of modern language that we are familiar with, and organically link ancient Chinese with modern Chinese.