What are the teaching methods of classical Chinese?

Classical Chinese teaching methods are as follows:

First, preview before class?

In the study of classical Chinese in senior high school, preview before class is very important for students. Before class, students are required to read aloud and recite on the basis of clearing away the pronunciation obstacles of words. In this step, students can have a general understanding of the content of the article, which is of great help to cultivate students' sense of classical Chinese language. ?

Second, guide students to understand the background and approach the author in class?

The writing background of the article includes the social background at that time and the author's living conditions under this social background. By guiding students to understand these, we can understand the emotional tone and ideological tendency of the author when writing this article, and we can also grasp the theme of the article well, so that it is easier to guess some difficult sentences with argumentative or lyrical nature.

Third, group autonomous learning in the classroom?

In class, 2~4 students can be divided into a study group, so that students can discuss and translate the full text against notes and other reference materials. Mark the real words, function words and special sentence patterns that cannot be understood and translated in the text. This step can not only enable students to consolidate their past knowledge of classical Chinese, but also learn some new knowledge of classical Chinese.

This paper discusses the translation of full text in this way, because many places are translated by students themselves, and students remember it more deeply and permanently than teachers do when translating full text. In addition, students also get a sense of accomplishment, which can stimulate their interest in learning classical Chinese. At the same time, it also gives students autonomy and enlivens the atmosphere of classroom teaching. ?

Fourth, the group representatives spoke to stimulate interest in learning?

After the students discuss, each group recommends one person to ask the teacher about the problems encountered in the discussion. For simple problems, teachers can let students solve them by themselves. Problems that students can't solve can wait until all the questions are raised, and then the teacher will focus on answering them one by one in the order in which they appear in the article.

Teachers should supplement and explain the real words, function words and special sentence patterns that students have not put forward, that teachers think are more important or that students are prone to make mistakes. Students can be asked to translate key paragraphs in the article, so that students can see and correct some mistakes in the translation process.

For example, Wang Bo's Preface to Wang Teng-ting can be translated by students. In this way, pronunciation, word meaning, sentence meaning and recitation can be combined for training, which not only stimulates students' enthusiasm for learning, but also consolidates their classical Chinese foundation. ?

5. Summarize the knowledge points of classical Chinese after class?

At the end of a class, teachers and students should summarize the knowledge points of classical Chinese, such as characters, words and special classical Chinese sentence patterns. The induction of words mainly includes the multi-use of real words and function words, polysemy, generic words, different meanings in ancient and modern times (pay attention to words with great differences in ancient and modern times) and flexible use of parts of speech.

Multi-purpose and polysemy are mainly listed by teachers in the form of questions, requiring students to answer, remember and learn to use them in answers; For common words, ancient and modern synonyms and flexible words in the text, let students find out from beginning to end in the form of free speech, and teachers can correct and supplement them appropriately. ?

Special classical Chinese sentence patterns mainly include judgment sentences, inversion sentences, passive sentences and ellipsis sentences. It is also necessary for students to find out from beginning to end in the form of free speech, and teachers should correct and supplement them appropriately, and sum up some regular things for students in the process of summing up.