Where are the language learning courses in Guangzhou?

This set of teaching materials is centered on the theme of "Traveling to the Kingdom of Chinese Characters", which guides students to conduct comprehensive learning, initially understand the characteristics of Chinese characters and the history of the development of Chinese characters, deepen the students' feelings towards Chinese characters and traditional Chinese culture, and enhance the conscientiousness of correctly applying Chinese characters. At the same time, it develops students' ability to plan and carry out activities, and to find and use information.

"Traveling to the Kingdom of Chinese Characters" is divided into two sections: "Interesting Chinese Characters" and "I Love You, Chinese Characters". The main body of each section is the "Activity Suggestions", which students are expected to follow to develop their own activities according to their local conditions. The "Reading Materials" are for students to read while carrying out the activities, which are helpful for understanding the necessary knowledge and inspiring ideas. Of course, there is more than one source of materials for this activity, and students can collect them on their own, or the teacher can provide additional ones. This is the first time for students to carry out a longer comprehensive study, in order to ensure the effectiveness of the activities, before the activities to develop a plan; after the end of the activities, show and exchange the results of the activities. After each panel there are some required to recognize the word, so that students learn to recognize in conjunction with reading, but also can focus on recognition after the end of the activity.

The main activities that can be carried out in this comprehensive study are: (1) group discussion and making activity plans. (2) Hold a riddle game; collect hilarious sayings and jokes characterized by the harmonies of Chinese characters; collect information about the origin of Chinese characters and learn about the origin of Chinese characters. (3) Collect information on the characteristics and changes of Chinese character fonts to understand the history of Chinese characters; conduct a survey on the use of Chinese characters in the society and write a simple report on the survey; collect calligraphic works and organize a calligraphy exhibition. (4) Display the results of comprehensive learning in various ways.

Teaching this group of materials can be used for 12-14 lessons, usually completing one block per week. At the beginning with 1 lesson time to develop and exchange activity plans, and at the end of 1-2 lessons to show, exchange learning gains. In order to facilitate the activities, you can properly adjust the lesson section, several language lessons in a row.

Second, teaching objectives

1. Planning and carrying out simple group activities, learning to write activity plans.

2. To appreciate the rich and interesting culture of Chinese characters through understanding the characteristics of word puzzles and harmonies. They will learn about the origin of Chinese characters and arouse students' interest in Chinese characters.

3. Preliminary understanding of the evolution of Chinese characters, learning to appreciate the art of Chinese calligraphy, cultivating students' pride in the language and writing of the motherland; raising awareness of the purity of the language and writing of the motherland, and developing the habit of preventing and correcting the writing of misspelled words.

4. Learning to write simple investigation reports or analysis reports.

5. Recognize 21 vocabulary words.

Three, the activities proposed

(a) the basic idea

Comprehensive learning is a new way of learning, teaching methods are different from the text. This group of comprehensive learning, you can use this idea: (1) Read the unit introduction to stimulate interest in learning. (2) carefully read the two boards of the "activity suggestions", browse the "reading materials", to understand what activities can be carried out, reference to what materials. (3) Make activity plans. There are many activity suggestions listed in the textbook, so you can choose one or two activities in each section according to local conditions. (4) Carry out activities in small groups. For a class, there are two ways to do group activities: "parallel" and "stage". In the "parallel" style, each group chooses its own content and carries out different activities at the same time, for example, group 1 guesses riddles, group 2 collects hilarious sayings, group 3 collects harmonic jokes, and group 4 learns about the origins of Chinese characters, etc. The teacher can make sure that each group has a different task. As the learning tasks of the groups are different, teachers can prepare "activity suggestion cards", suggesting the key points of different content activities, and send them to the relevant groups for students' reference when making plans and activities. "Stage-by-stage" is to focus on two or three activities according to the needs of the majority of students in the class and local conditions, and to carry out each activity one by one. The content of the activities is the same for each group, but the specific materials and the way of doing the activities remain autonomous. For example, in the case of charades, each group will not collect and guess the same charades, and the whole class will concentrate on the basis of the group activities. Regardless of the way, the teacher should keep abreast of the progress of the groups, specific guidance and help, guide the students in the activities of the full use of "reading materials", oral communication and assignments. (5) Choose to make up a tabloid, hold an exhibition, hold a results report meeting and other forms of displaying the results of learning. *** Read "I Love You, Chinese Characters" together to enhance your feelings for Chinese characters as a summary of this activity. Recognize the raw characters in the reading materials of this group.

In areas where language education resources are more abundant and classes with better foundations, a "parallel" learning process can be adopted, with the following general arrangements: ① formulate and exchange plans for group activities (1 class period); ② "Interesting Chinese Characters" group activities (2 class periods); ③ "Interesting Chinese Characters" group activities (2 class periods); ③ "Chinese Characters" group activities (2 class periods); and ④ "Chinese Characters" group activities (2 class periods). (2 lessons); ③ "Interesting Chinese Characters" class exchange, reading "Cangjie Ziqi" and "The Origins of "册、典、删"; (2 lessons); ④ "I love you, Chinese Characters" group activity ( 3 lessons); ⑤ "I love you, Chinese Characters" group activity ( 3 lessons); ⑤ "I love you, Chinese Characters" group activity ( 3 lessons). (3 lessons); ⑤ "I Love You, Chinese Characters" Whole Class Exchange (2 lessons); ⑥ Read "I Love You, Chinese Characters", recognize the characters in this group, and show and evaluate this comprehensive study (2 lessons).

Language education resources are relatively lacking in the region, the foundation is not good enough class, you can use the "stage" learning process, roughly arranged as follows: ① class discussion and make plans for the activities (1 class period); ② "guessing riddles", the first group activities and then the class activities (2 class periods) (2 lessons); (3) class activity "Interesting Harmonies" (1 lesson); (4) reading "Cangjie Ziqi" and "The origin of "册、典、删"(1-2lessons); (5) reading "The Evolution of Chinese Characters" and "The Discovery of Oracle Bone Inscriptions" (1-2 lessons); (6) investigating classmates' learning process; and (7) investigating classmates' learning process. (1-2 hours); ⑥ investigation of classmates' work in the misspelled words (with the conditions of the investigation of street misspelled words), write a simple investigation report (3 hours); ⑦ appreciate (1 hour); ⑧ read "I love you, Chinese characters", show and evaluate the comprehensive study (2 hours).

(B) the implementation of the key points

1. Develop activity plans. In order for the activities to be carried out in an orderly manner, it is necessary to formulate an activity plan, so that each member of the group is clear about the time, content, mode and division of labor of the activities. Activity plan is a kind of application, there is a certain format, the teacher should be how to make activity plan to guide. Generally speaking, the activity plan is divided into two parts: title and body. The title should be written clearly what units, what activities are carried out. Body to write clear "what time", "do what" (objectives, tasks), "to what extent" (requirements) and "how to do "(measures and methods), and "by whom to do" (participants and division of labor), you can also be done to do things listed item by item, it seems to be organized. At the end of the date of the development of the plan.

Comprehensive learning should cultivate students' cooperative spirit. Teachers should strengthen the guidance of cooperative learning, requiring a clear division of labor in the group, each member has a specific task. This is the first time for students to make plans for activities, which can be relatively simple. The plan should be exchanged in the whole class and can also be posted in the classroom.

2. Charades is a favorite game of students. The focus of this activity is to make students feel the fun of Chinese characters. Therefore, students should be encouraged to design the activity in an interesting way to attract their classmates, such as, making lantern riddles, organizing riddle-guessing parades, setting up riddle rings, riddle-guessing relay races and so on. There are various forms of riddles, such as word riddles, picture riddles and action riddles. The activities should be hierarchical, and can be divided into several stages, such as guessing riddles from textbooks, collecting and guessing riddles outside the textbooks, and making up riddles to guess each other's riddles. There are many Chinese characters and the riddles are difficult to guess. Students are asked to say what they think about the guessed characters, emphasizing the process of thinking. Sometimes it is also necessary for the teacher to give examples to illustrate the way of thinking. When making up their own riddles, students are encouraged to make up more than one word and to be active in their thinking.

Comprehensive learning to promote inquiry. To guide students to try to explore the methods of charades. The three main methods of guessing riddles are the combination method, the image method and the idea method. Combination method is according to the riddle of the hint, in the strokes or parts of the addition or subtraction, to make up a word. For example, "Bite off the cow's tail". The character "口" bites off the tail of "牛" and becomes "告". The "like shape" method compares the strokes of a Chinese character to a thing, and it requires observation and imagination to guess this kind of charades. For example, "A dragonfly by the river, two geese flying in the sky", guess two characters. Dragonfly is a long and thin two wings and a head, like a "dry" character, plus three points of water on the side of the river, is "sweat". Double geese like "from", above the sky is a horizontal, add up to "bush". The method of "Ideation" requires the person guessing the riddle to make associations based on the meaning of the riddle. For example, to guess a word "full of guests", the answer is "too many people". Guest full means too many people, and the answer to the riddle is "侈". When guessing riddles, it is often necessary to use a combination of these methods.

3. There are many forms of harmonic expressions, the hiatus is more common, you can let the students through the toolkit, the Internet and so on to collect. It should be noted that, in the "interesting harmonies" of this activity to collect the harmonic hysteria, metaphorical hysteria, such as "pig eight ring looking in the mirror - inside and outside is not a person" is not in the collection of the scope of the hysteria. Collected hysteria for students to guess, you can show the first part, guess the second part. You can also use the wall newspaper, blackboard newspaper and other forms of display, so that the whole class **** enjoy resources. Ancient poems, couplets, jokes are not too much, do not necessarily let the students to collect. Some jokes are vulgar, students need to select them after collecting them to avoid presenting vulgar jokes to the class.

4. Cangjie Ziqi (仓颉造字), and Cangjie Ziqi ("册", "典", "删"), can be skimmed by the students. Cangjie Ziqi" can be read on the basis of two things: First, talk about the inconvenience of not having words, encourage students to imagine "knotting the rope to remember things", "things" and the benefits and problems of the invention of words to appreciate the importance of the invention of words; Second, tell the story of Cangjie Ziqi to develop the students' oral expression skills. The second is to tell the story of Cangjie's creation of characters to cultivate students' oral expression skills. Instead of assigning only a few students to tell the story, each student should be given the opportunity to tell the story, which can be done in a way that the students can tell each other at the same table or take turns to tell the story as members of the group. In storytelling, students can absorb the words and expressions in the reading materials. In "The Origin of "册、典、删"" students should learn how to extract the main information, understand the meaning of the words "册、典、删", and then find out the origin of other Chinese characters through searching for information. Knowing the origin of some Chinese characters can help us understand the meaning of the characters and write them correctly.

To develop students' sense of problem. Cangjie Ziqi is only a legend, students will think of the origin of Chinese characters and what other legends, in the long history of the Chinese nation, how the origin of Chinese characters; read the "book, canon, deleted" origin, students also want to know the origin of other Chinese characters, to encourage students to continue to look for information outside the classroom, independent study.

5. Understand the process of the evolution of Chinese characters. To carry out this activity, try to utilize the two "reading materials".

Reading and studying the table "The Evolution of Chinese Characters" will help students to understand the stages of development of Chinese characters from ancient times to the present day, and if possible, to find information about when these different fonts were created. Students should also be guided to find out the trend of the evolution of Chinese characters from the table. From this summary table, we can feel that the development of Chinese characters is gradually moving from pictograms to symbols, from more strokes to simpler strokes, making writing faster and easier.

The Discovery of Oracle Bones can be based on skimming, telling the story and then talking about the feelings. It is hoped that students will understand that Chinese characters have a very long history and that oracle bone inscriptions are the earliest existing writing system; they will also realize that careful observation and good thinking in life may lead to new discoveries.

6. Recognize the harm caused by misspelled words and prevent and correct them. This content can carry out the following activities: (1) read "a little worth ten thousand gold", and then exchange their feelings. (2) collect about the writing of misspelled words made a joke or cause serious consequences of the example. (3) Take to the streets to investigate the use of words in signboards, advertisements, etc.; check the use of irregular words in TV subtitles (this activity is too time-consuming, and watching subtitles on TV for a long time will damage students' eyesight, so the method of recalling them can be used). The activity of investigating the use of words in society is suitable for urban areas. Rural schools can ask students to analyze the typos in their classmates' compositions or assignments, and to make suggestions for preventing and reducing typos. Problems found during the survey of social use of words can be addressed to the relevant stores or local governments by writing proposals to correct the misspelled words on the streets. Teachers should give special safety education to the groups that go on the streets to investigate the social use of words to avoid accidents.

After investigating the social use of words, students can be instructed to write simple investigation reports. The investigation report can generally be divided into three parts: (1) the time and place of the investigation, the purpose of the investigation - to discover the misspellings on the signboard advertisements, and make suggestions for improvement to the relevant units. (2) analysis of the material investigated, mainly statistics and classification, such as the number of stores investigated, found the number of signboard advertisements with misspellings; what are the general types of these misspellings; what are the reasons for these misspellings. (3) Make suggestions for rectification.

7. Appreciation of Chinese calligraphy. This activity can be started from reading textbooks: first appreciate the excellent calligraphy works provided in the textbooks and say why you like them; read and recite "In Praise of Chinese Characters" and use the words in the poem to corroborate the calligraphy works, such as the smoothness of the running script, the modesty of the regular script, and the exuberance of the cursive script. Then expand beyond the classroom by collecting tablets and posters, visiting calligraphy exhibitions, interviewing local people who are good at calligraphy, and organizing small calligraphy exhibitions. Appreciation of the art of calligraphy should not be too demanding, classmates can also appreciate well-written characters. To make full use of educational resources inside and outside the school, hire teachers and parents with calligraphy expertise as guidance.

8. Exercise. After the event, students are encouraged to put the activities of the harvest with a pen record, in any form. Can recount the process of activities, such as "riddles", "street misspelling doctor"; can write their own feelings, such as "I'm proud of the Chinese characters", "the beauty of the calligraphy of Chinese characters"; can also be written into a simple investigation report, research report, such as "my composition in the analysis of misspellings", "so-and-so road advertisements with the word investigation report" and so on. Assignments do not care about the length, but to write down the deepest feelings of their own activities, the purpose is to develop the habit of writing, happy to use words to communicate with others.

9. Reporting, communication and summarization. Before the end of this comprehensive study, to report, exchange and summarize. Reporting, exchange of various forms, the textbook prompted by the preparation of tabloids, exhibitions, the results of the report will be held, in addition to carrying out the "knowledge of Chinese characters competition", such as "Chinese characters know a lot", "the most strokes of the Chinese character In addition, there are also competitions on knowledge of Chinese characters, such as "How many Chinese characters do you know? Considering the limited teaching time and the need not to overburden the students, it is best to decide on a form of reporting and exchange according to the wishes of the majority of the students. However, no matter which form is used, all students should be involved. The compilation of tabloids or the organization of exhibitions can be carried out on a group basis to fully reflect the results of cooperative group learning. The results of the debriefing will also be prepared on a group basis, with the whole group members or elected representatives reporting. Here we should especially emphasize the student - student interaction, should not only one-way speaking and listening. Specific practices can be taken: (1) The reporter drives the whole class to activity, e.g., if a group has memorized "Zhanhanzi", other students can be invited to read it together looking at the textbook. (2) Supplementing or commenting on the report, e.g., appreciating the calligraphy works, after the reporter has talked about their views, you can invite the other groups to comment on it while you invite them to do so. (3) Ask questions from the audience and ask the reporter or other students to answer them. (4) The audience evaluates the report, e.g., scores, star ratings, etc. Through these forms to promote the participation of all students, *** enjoy the results of learning.

You can use the reading of "I Love You, Chinese Characters" as a summary of this activity to enhance students' feelings towards Chinese characters and their culture.

The summary of the activity can be carried out in cooperation between teachers and students, with both students talking about their gains and teachers talking about their experiences. The teacher's summary should fully affirm the students' independent attitude, cooperative spirit and sense of creativity, as well as make an appropriate sorting out of knowledge and ability.

10. Evaluation of comprehensive learning. The evaluation of comprehensive learning should focus on students' spirit of inquiry and creative consciousness. Both individual and group evaluation, focusing on the individual's cooperative attitude and participation in the activities. This comprehensive learning, can be used "growth record evaluation". "There are several types of growth record evaluation. For this activity, it is appropriate to use the "process-type growth record", i.e., to incorporate the information of each stage of the activity into the growth record. Materials that can be included include: activity plans, activity records, collected information, articles written by the students themselves, small papers prepared by the group, exhibits and reporting materials. The whole growth record is followed by self-evaluation, evaluation by groupmates and teacher's evaluation. Generally, qualitative evaluation is used, and teachers should use more motivational comments, or grades or star ratings can be used appropriately.

(3) Activity Cases

Case 1: Small Group Activity Plan

Second Small Group Activity Plan

Time: November 6-7

Location: Huang Yun's grandmother's house

Activity: Rich and Interesting Chinese Characters

Activity Procedure: 1 Guessing Characters

2 Telling harmonic jokes and epigrams

3 Making up a tabloid

Leader: Ye Manqian

Division of labor: Host: Ye Manqian Gathering information: Jin Chuxue

Editing: Yang Yuanfang Transcription: Huang Yun, He Chenyang

Illustration: Yao Jiefan

"Evolution of Chinese Characters "Group Activity Plan"

Group Leader: Huang Kexin

Group Members: Wang Chen, Shi Yutong, Ye Yujia, and Tang Mingyue

When: November 6

Place: Tang Mingyue's house

Activities: Find out the glyphs of the ancient Chinese characters and the characteristics of the writing of the ancient Chinese characters, and compare the characters of the ancient world with those of the modern world. Display method: Post the work on the class blackboard to learn about the glyphs and changes in Chinese characters

Division of labor: Wang Chen, Shi Yutong, and Ye Yujia looked for information, Huang Kexin designed it, and Tang Mingyue made it on the computer

(Provided by Chai Qunhong, Hangzhou City, Zhejiang Province, Dongyuan Primary School)

Case 2: Don't Write Wrongly

During the language practice activity class, the class centered around the question of "How to not write misspelled words" to start a discussion. We all express their views, the results of the formation of two opinions: 1. to trace the root cause of the writing of misspelled words. 2. to explore ways to correct, do not write misspelled words. So, the students are free to combine, 4-8 people in a group, organized by the leader of the group according to the above two, on their own, their classmates to write the causes of misspelled words and methods of correction to do some research and write a small investigation report. After a week of cooperative inquiry, the results came out, but also let me for one of the joy. Please see the students summarized "write the causes of misspelled words":

1. homophonic confusion: such as, again, in, to, has, Gong, attack, etc. 2. shape close to confuse: such as, Knight, the calendar, picking, dropping, etc. 3. more than one pen less paintings: (1) more than the cross less horizontal, such as wine, sprinkles; (2) more than the vertical less vertical, such as the waiting, Hou; (3) more than the apostrophe less apostrophe. 4. not analyzing the meaning of the word to the wrong: such as the elephant, like. 5. due to haste, should write the previous word, but the mind is thinking of the next word, resulting in the writing of the wrong ......

Then look at the "correction method" proposed by the students:

1. The teacher is advised to hold a competition in the class to correct misspellings and select the "star of eliminating misspellings".

Through a period of practice, the misspellings among students have been greatly reduced. The joy of success enhanced their self-confidence and stimulated their desire to learn. So some students put forward, the school blackboard, the street and store advertisements, signs, community slogans, some newspapers and magazines are often misspelled words, pollution of the motherland's language and writing, they would like to be the purification of the motherland's language and writing of the "little guard". Students also suggested that you can search the Internet, read newspapers and magazines, looking for ways to eliminate misspelled words. I can't help but be happy, immediately organized to discuss the method of activities and matters to be noted, with the students to use the holiday to carry out activities.

Activities have a new harvest: students have grown insights to improve the use of the motherland's language and writing skills; to help businesses to correct typos, they have learned to deal with others and skills; write to the newspaper, suggesting that the correction of typos, they are also looking for newspapers and magazines to find typos in the increase in the amount of reading, and developed a habit of careful reading; but also to collect, self-editing a lot of mnemonics, such as "Jargon" method: "death of the mouth of the month Beifan (win)", "horizontal 11th point of the garrison e in the empty", "full seal Si, half-seal has been, do not seal is their own! "...... collection of" easy to read wrong common surnames "" easy to read wrong idioms " and so on. Students standardize the use of the motherland language and writing enthusiasm is unprecedented.

(Changting County Experimental Primary School, Changting County, Fujian Province, Zhang Changhui)

Four, the interpretation of the teaching materials

(a) Interesting Chinese Characters

"Interesting Chinese Characters" reading materials, divided into word puzzles, interesting harmonies, and the origin of Chinese characters in three parts.

Character riddles are a unique form of game in China. The riddles provided in "Seven Chinese Character Riddles" are examples, and come in three forms: (1)-(4) are word riddles, the faces of which are like small poems describing the characteristics of a particular Chinese character, and which are also very catchy to read. The answers are "Ri, Xiang, Li, Man". ⑤ is an action riddle. The four athletes' surnames are Lin, Du, Liu and Meng. Through the riddles, students can feel the fun of Chinese characters and realize that the shape of the characters often indicates certain meanings. Students understand the form and composition of riddles and can also collect or compile riddles on their own．

Interesting Harmonies introduces several traditional language forms that use harmonies to make students feel the magic and fun of Chinese characters. Hieroglyphs are figurative and playful verbal phrases consisting of two parts: a near riddle and a riddle. There is a break between these two parts, and when they are spoken, they often only say the first part, leaving the second part (where the true meaning lies) hidden for the listener to guess, so they are called huihouyan. Hiatus can be divided into two categories: metaphorical and harmonic. Harmonic hysterics appear in the textbook. They are characterized by the use of homophonic or near-sound connection, resulting in a playful and funny expression effect. For example, we will think of "Confucius moved" and he had a lot of books, and "book" is homophonic with "lose", so it implies "net is lose". The meaning of "net loss" is implied. It is a humorous expression to describe a competition or a battle that is always lost. Ancient poems sometimes also use harmonization to achieve the effect of double meanings.

Cang Jie Zi Zi (仓颉造字), a legend, introduces the origin of Chinese characters. The first and second paragraphs of the article mainly talk about the early human beings did not have words for a long time, in order to help expression, memory and so on, once used the "knot rope to remember things", "things" and other methods, but they are very inconvenient, "the development of human society has been hindered". The development of human society was hindered. These two paragraphs are about the situation in the whole world. The third and fourth paragraphs talk about the legend that it was Cangjie who created Chinese characters. He started by imitating the footprints of birds and then created Chinese characters according to the shapes of things. The Chinese characters created by Cangjie were popular because of their variety of shapes and meanings. Reading this legend and asking students to tell the story in their own words will mainly make students realize that: it is very inconvenient not to have writing; Chinese characters have been around for a very long time; and the earliest Chinese characters were created starting from mimicking the shapes of things. Although the legend of Cangjie's creation of Chinese characters has been recorded in Xunzi, Hanfeizi, and Lu's Spring and Autumn Annals, most modern experts believe that Chinese characters were gradually produced and formed in a long period of social practice, and could not have been created by one person alone. Cangjie may have been just a famous figure in organizing the writing.

The Origin of "册、典、删" is a short article about Chinese characters. It tells us that the appearance of the three characters "册、典、删" is related to the fact that for a long time in China's history, writing was done on bamboo and wood. The oracle bone inscriptions and the gold inscriptions are the oldest surviving scripts in China. From the oracle bone inscriptions and gold inscriptions, it can be seen that the word "册" is a large bamboo slice made of bamboo strips, "典" is to hold a book of writing in your hand, and "删" is to use a knife to cut away the wrong words. If we understand the origin of these characters, we will not make mistakes. Therefore, it is necessary for us to know something about the origin of Chinese characters. From the origin of these characters, we also know that "pictogram" and "huiyi" are very important methods of creating characters in the early stage of the development of Chinese characters.

(2) I Love You, Chinese Characters

The reading material of "I Love You, Chinese Characters" is divided into three parts, namely, the evolution of Chinese characters, the danger of misspelled characters, and the appreciation of Chinese calligraphy.

The Evolution of Chinese Characters is a table showing the evolution of Chinese characters over the past thousands of years, using the four characters "sun, moon, cart and horse" as examples. From this table, we can feel that Chinese characters have a long history and the culture of Chinese characters has a rich connotation. The Discovery of Oracle Bones is a true story. From this story, we can learn that the earliest existing writing in our country is the oracle bone inscriptions carved on tortoise shells and animal bones during the Yin and Shang Dynasties, which is 4,000 to 5,000 years ago.

"A Little Bit is Worth a Thousand Pieces of Gold" is a true story about how a plastic bag worth 180,000 yuan became a pile of waste products due to a "little bit" of difference, which warns us to prevent and correct misspellings. The photo of "Street Typos" is just an example. At present, there are quite a lot of typos in street signs, advertisements and texts on TV. Taking this as an example is to guide students to investigate the use of words in the society and make a little effort to purify the language and writing of the motherland.

"In Praise of Chinese Characters" and "Appreciation of Calligraphy" present the beauty of Chinese characters in the form of words and pictures respectively, which can be used as a reference for each other. In "In Praise of the Chinese Characters", a quatrain in the form of the "Thousand Character Classic", the different scripts of the Chinese characters are praised for their "different strengths", with references to seal script, clerical script, running script, regular script, and cursive script, and with special reference to the beauty of the calligraphy of the Chinese characters as expressed in the form of the couplet. These quatrains are well summarized and aptly worded, for example, the use of "fluent" to describe the running script, "dignified" to depict the regular script, and "unrestrained" to praise the wild cursive script (a type of cursive script). accurate. By familiarizing themselves with this passage, students can not only get a general understanding of the characteristics of various scripts, but also accumulate some words and methods of expression. As for the appreciation of calligraphic works, the requirements do not have to be high, as long as the students can generally feel the diversity of Chinese character fonts and realize that calligraphy is a kind of art.

"I Love You, Chinese Characters" is a prose article by contemporary poet Liu Zhanqiu. In the author's eyes, one of them is "like a group of lively and lovely children joking and playing on the paper, like a beautiful and colorful flower to delight your eyes". The author also takes some Chinese characters as an example, and feels that each character has a different flavor, and they can produce endless changes under the pen of calligraphers. The author proudly says: "In the long history of mankind, which nation can be as rich in calligraphic treasures as the Chinese nation?" This article has vivid language and figurative metaphors, and expresses a strong sense of national pride through the praise of Chinese characters, which is inspiring to read.

The intention of choosing and compiling this article is to let the students feel the magic, interesting, ancient and richness of the Chinese characters on the basis of further enhancing their feelings for the Chinese characters, and make efforts to learn the Chinese characters well and inherit and carry forward the excellent traditions of the Chinese character culture. This article can be read aloud emotionally by students and excerpt their favorite sentences as a summary of this comprehensive study.

Some of the sentences in the article are long and complicated, so you can guide students to understand them appropriately. For example, "Like wandering under the starry sky on a summer night, mesmerized by the magnificent view, I am infinitely in love with the Chinese characters I rely on for thinking and interacting, and am shocked at its infinite vitality and peculiar charm." This sentence begins with a vivid simile: there are many Chinese characters and the culture of Chinese characters is vast and spectacular, like the mesmerizing starry sky on a summer night. The main purpose of this sentence is to express one's feelings of "infinite love for" Chinese characters, because Chinese characters are the most important tool of thinking and communication for the authors - and for all of us - and we are "shocked by its infinite vitality and peculiar charm" when we use them. infinite vigor and peculiar charm." Both ancient and vibrant, Chinese characters are still playing a great role in today's age, and more and more people are becoming interested in them as our country's international status rises and cultural exchanges with foreign countries take place.

At the end of this comprehensive study, the textbook puts forward two requirements: one is to show the results of learning. It is best to write down the feelings of this learning. Use the articles you have written, together with the information and pictures you have collected, to make a tabloid, hold an exhibition, hold a report meeting on the results, etc., to exchange and summarize the results of learning in this unit. Secondly, we will continue to explore questions about Chinese characters. For example, methods of recognizing Chinese characters, ways of preventing misspellings, and comparison of computer input methods for Chinese characters.

V. Related Links

(I) A Set of Character Puzzles

1. A point and a cross are long, an apostrophe is toward the west, two trees side by side are planted on a rock. (Grinding)

2. 24 hours, do not guess as the word day. (Old)

3. One word, two mouths, and a dog underneath. (Crying)

4. Look left at the horse and lean on it, look right at the horse and lean on it, look at both sides together, and step on ten thousand miles of sand. (Camel)

5. A yin and a yang, a short and a long, a day and a night, a hot and a cool. (Ming)

6. Grandpa Gao's head, Grandpa Li's feet, Grandpa Zheng's ears. (Guo)

7. There is water for fish and shrimp, soil for crops, someone who is not you and me, and a horse that travels the world. (also)

8. A little is not out of place. (Art)

9. The tail of the cross is curved, and the number of counting is less than three. (Seven)

10. Ten brothers are powerful, and they are not afraid of any difficulties. (G)

11. Bite the tail off the cow. (sue)

12. Half as much. (Age)

13. A small sailboat, carrying a grain of rice, went east and west, not knowing where to. （

14. A child sits in the middle of three empty walls. (Pi)

15. A man lives next to a mountain, and has never met him. （

16．Sweet, salty, bitter and spicy, each flavor has its own taste. (Mouth)

17. Farewell. (Guan)

(2) Harmonized Examples

Hysterics:

Blowing a horn on an airplane -- trying to (ring) high

Four taels of cotton -- talking about (play) no

Rats climbing on scale hooks

The tiger pulls the cart--who dares to drive it

The knee nailed to the palm--it's too far away from the subject

Riding a bicycle Downhill - Ignore (pedal) not even (pedal)

Ancient poems:

The Lyrics of the Bamboo Branch

(Tang) Liu Yuxi

Yangliu is at the level of the river,

We hear the sound of singing on the bank of Langlang.

The sun rises in the east and the rain falls in the west,

There is no sunshine but there is sunshine.

Couplets:

Liu Ling drinks up without leaving zero (刘伶) Jia Dao drunkenly comes to non-false pouring (贾岛)

六七八九 二三四五 横批：缺衣（一）少食（十）

(C) Origin of Chinese Characters

Chinese characters have a long history, and they are one of the oldest scripts in the world. The most ancient and complete Chinese character we can see now is the Yinxu oracle bone inscriptions, a script used by people in the Shang Dynasty, more than 3,000 years ago. And Chinese characters should have been produced much earlier than the oracle bone inscriptions. In the past, there have been various theories about the creation of Chinese characters.

On the creation of characters by Cangjie. This is the most widely circulated theory about the origin of Chinese characters. Xu Shen said in "Shuowen Jiezi? The narrative" said: "The Yellow Emperor's history of the Cangjie, see birds and animals hoofs far away from the trace, know that the division of reason can be different from each other, the first to create the book deed. ......" Li Si, "Cangjie Chapter", "Cangjie made the book to teach the heirs"; "Huainanzi? This scripture training" "In the past, Cangjie made books, and the sky rained corn, ghosts cried at night"; "Lun Heng? Bone phase" "Cangjie four eyes". The above ancient records, the creation of the text attributed to Cangjie, legend has it that Cangjie is the Yellow Emperor's historian, he has four eyes, eyes, face strange, can look up to see the sky, down to observe the geography, identify the signs of birds and beasts, to see the people can not see. Legend has it that such an extraordinary person created words, which can be seen in the great influence of words on human beings. Of course, the Cangjie character creation is only a legend, Chinese characters are not personal inventions, but the product of social development to a certain stage, is the crystallization of collective wisdom. If there was a Cangjie in history, he might have been a collector or organizer of characters.

On the knotted rope to remember things. Is the earliest claim of the origin of Chinese characters. The "Yi? Series of Rhetoric" on the said: "the ancient knotted rope and rule, the later sages easy to book deed