The Value of Classical Chinese Reading Teaching

1. What is the significance of learning classical Chinese? 1. Understand history, learn ancient culture, appreciate ancient literature and study ancient civilization.

2. The function of learning classical Chinese is to inherit China culture. It is the responsibility of everyone in China to inherit the ancient civilization.

3. Learning classical Chinese is helpful to improve people's ability of choosing words and making sentences, refining words and reading, and improving people's literary literacy.

4. Good classical Chinese can delight people's spirit, enrich people's cognition and sometimes inspire people.

5. Learning classical Chinese can be guided by the experience of ancestors, learn from each other with the wisdom of ancestors, and experience life from the sigh of ancestors.

Extended data:

How to learn classical Chinese;

1, understand the central idea:

Classical Chinese reading is also reading, so, first of all, what is the central idea? Who and what are these articles about? What is the cause, process and result of the event? If it is classical Chinese, what is the author's core point of view? What is the argument?

2, divided into levels and structures:

For classical Chinese, it is necessary to understand the thought and structure of the article through hierarchical division, so as to improve the understanding of materials and reduce the error rate.

3. Dare to translate literally:

Literal translation is direct translation. In the usual study, we should practice literal translation more to help improve our confidence in reading and understanding classical Chinese.

4. Read it several times:

"Reading a book a hundred times, its meaning is self-evident", which means that when you encounter a classical Chinese text that you can't understand or understand, you might as well stop looking at the problem first, calm down and read the article a few times, and maybe you can find inspiration for solving the problem.

Sogou Encyclopedia-Classical Chinese is a treasure of China culture

2. The practical significance of learning classical Chinese is about 300 words. When learning classical Chinese, we should combine the knowledge of classical Chinese with the humanistic thought and aesthetic value contained in the text, and organically unify the emotion, context and language in classical Chinese, so that we can cultivate our sentiment, enrich our knowledge, enhance our aesthetic feeling and cultivate our understanding and learning initiative of classical Chinese while mastering the reading and writing methods.

1. Understand the relationship between the long history and practical significance of classical Chinese. In the process of creating the history of civilization for more than 5,000 years, the Chinese nation has left an immortal chapter through the hard work of generations of literati.

These works are very profound for us later scholars, but because of their age, it is very difficult to learn. In addition to the differences in grammatical structure, there is another main reason that we can't understand the historical background of classical Chinese and the profound truth contained in it.

It requires us not only to learn from the aspects of text interpretation, grammatical structure, text arrangement, etc., but also to enter the era when the article came into being as detailed and vivid as possible, so as to make ourselves feel immersive, so as to understand why the author did it and why he sighed, and to sprout the impulse to explore how the author described and demonstrated it. We should also be reasonable, talk about the past and discuss the present, integrate the emotions and metaphors expressed in classical Chinese into our own state of mind, taste the beauty of its language, appreciate its thoughts and feelings caused by events, and the literati's thoughts that have never changed since ancient times, so as to understand the historical and cultural accumulation and practical significance contained in the text.

2. Understand the profound and vivid relationship between classical Chinese. Brilliant classical literature shows us the unique value of China's ancient history and culture, reflects the traditional virtues of the Chinese nation, forms a swaying literary style, and creates an unparalleled rich and beautiful national language.

We should fully feel the artistic conception and aesthetic feeling of ancient literature after having a certain ability of thinking in images and aesthetic taste. Methods: (1) * * reading.

Expressing feelings with sound, rich in sound and emotion, let me blend into the artistic realm created by the author and experience the feelings and situations full of works; (2) Situational feelings. There are many scenes in classical Chinese in middle schools, all of which involve places of interest in the motherland, such as Yueyang Tower, Tengwang Pavilion, Shi Zhongshan, Xiaoshitang and Lantian. We should appreciate the richness of the author's life, appreciate the beauty of nature, and how to describe life in words, so as to turn the ancient "feelings and scenes" into vivid scenes that can be seen in front of our eyes, heard by our ears and thought through, and then feel the works.

3. Clarify the relationship between the learning process of classical Chinese and life enlightenment. The purpose of using classical Chinese in a large number of middle school texts is not only to cultivate our ability to read classical Chinese initially, but also to learn to appreciate excellent classical literary works, draw excellent cultural and moral cultivation from them and shape perfect personality.

If we are not afraid of the difficulty of classical Chinese in the learning process, but actively integrate into the "beauty, intelligence and interest" learning environment created by teachers, and integrate into the "help and interest" interpersonal relationship between teachers and students, stimulate our subjective initiative in learning, absorb the thoughts of historical humanities, pay attention to our own value orientation, "write feelings" and "promote evaluation with analysis", we will certainly be able to achieve Excellence.

3. Where is the embodied value of ancient prose? The teaching value of ancient prose is mainly reflected in the following aspects:

1. Cognitive function-culture China is one of the four ancient civilizations in the world and one of the birthplaces of mankind. Over the past 5,000 years, through the creation and accumulation of China people from generation to generation, the culture of China has experienced vicissitudes, but it is endless. Its connotation is rich and colorful, extensive and profound. Needham, an expert on the history of science and technology in Britain, listed China's contribution to the world 100, and believed that many ancient civilizations originated in China. value

2. Shaping function-educational value

At the beginning of 1988, 75 Nobel Prize winners declared in Paris that if human beings want to survive in the 2 1 century, they must look back at 2500 years and learn from the wisdom of Confucius. We should be soberly aware that it is of great significance to dialectically criticize and inherit the excellent cultural traditions of the Chinese nation and carry forward the national spirit. Nowadays, how to improve students' moral cultivation has been highly valued.

3. Infection function-aesthetic value

Education is a kind of aesthetic education, and literature education should give people rich aesthetic experience, and mold the aesthetic mind through the cultivation of literature. The well-known poems are loved by readers in past dynasties and are very suitable for cultivating students' aesthetic ability. Learn these ancient poems, appreciate the beauty of life, nature, emotion, art and language reflected in the works, and be educated by beauty under the influence of beautiful works to cultivate and improve students' aesthetic ability and taste.

4. What are the advantages of learning classical Chinese? 1. Why do you want to learn classical Chinese? 1. Inherit excellent traditional culture and carry forward the national spirit.

Learning classical Chinese is an important way to inherit Chinese culture, carry forward national spirit and improve one's own quality. 2. Promote the study of modern Chinese and improve the level of Chinese.

Ancient Chinese is the foundation and source of modern Chinese, and modern Chinese is the inheritance and development of ancient Chinese. Learning classic works and absorbing vital and expressive ancient languages are important ways to improve Chinese.

Second, what is the use of classical Chinese: 1, cultivate a variety of abilities and improve aesthetic quality. 2. Classical Chinese has beautiful language, neat rhythm and harmonious tone. Regular reading can not only cultivate language sense, but also improve memory ability.

3. Classical Chinese is difficult to understand because of the obstacles of language, times and thoughts, but it can train and improve students' understanding ability and analytical and critical ability, thus forming a dialectical materialist point of view. 1. What is classical Chinese? Classical Chinese is the written language in ancient China, mainly including the written language based on spoken language in the pre-Qin period.

During the Spring and Autumn Period and the Warring States Period, no articles were invented to record characters, but bamboo slips, silks and other things were used to record characters, and silks were expensive, bamboo slips were huge and the number of words recorded was limited. In order to record more things on a roll of bamboo slips, unimportant words must be deleted. Later, when "paper" was used on a large scale, the habit of using "official documents" among the ruling classes had been finalized, and the ability to use "classical Chinese" had evolved into a symbol of reading and literacy.

After the 20th century, in China, the position of classical Chinese was gradually replaced by vernacular Chinese. Classical Chinese comes from vernacular Chinese, characterized by writing based on words, paying attention to the use of allusions, parallel prose, neat rhythm and no punctuation, including strategies, poems, words, songs, stereotyped writing, parallel prose and ancient prose.

The classical Chinese in modern books are generally marked with punctuation marks in order to facilitate reading and understanding. 2. Introduction of classical Chinese sentence patterns: Classical Chinese sentence patterns are basically the same as modern Chinese sentence patterns.

It is divided into simple sentences and complex sentences, both of which have six major components: subject, predicate, object and definite complement. The word order of sentences is basically the same.

Of course, there is still a difference between the two. When learning classical Chinese sentences, we should try our best to grasp the differences between classical Chinese sentences and modern Chinese sentences. Although the sentence patterns of ancient Chinese and modern Chinese are basically the same, there are some special sentence patterns because some entity words in classical Chinese are different from those in modern Chinese.

If you want to learn classical Chinese well, understand the meaning of sentences correctly and understand the content of the article, you must master the special sentence patterns of classical Chinese. We often say that the special sentence patterns in classical Chinese are judgment sentences, ellipsis sentences, inversion sentences, passive sentences and fixed sentences.

5. Huang Houjiang, a special teacher, in How to Teach Huang Houjiang Classical Chinese-Chinese Learning, No.5, 2006, with the deepening of the new curriculum reform, the new curriculum concept has been more and more fully reflected in Chinese classroom teaching. Relatively speaking, there are still many problems in classical Chinese classroom teaching. Then, how should classical Chinese be taught after the new curriculum reform? First, classical Chinese teaching must attach importance to the accumulation of classical Chinese knowledge. However, attaching importance to accumulation does not mean that it is an isolated redundant word training, let alone a systematic study of China's ancient knowledge. Accumulation in the whole reading is the basic law of classical Chinese learning. When training new textbooks in senior high schools, many teachers will ask: How can classical Chinese be systematically taught without centralized arrangement? How to train real words? A teacher confidently said, "Without knowledge of classical Chinese and practicing calligraphy, what can classical Chinese teach?" ? How to teach classical Chinese? "It goes without saying that we usually focus on word training and ancient Chinese knowledge teaching. The polysemy of notional words, different usages of function words, loanwords, ancient and modern words, cramming class, flexible use of parts of speech and inversion of sentence patterns are the most important. Paying attention to accumulation is indeed the basic law of classical Chinese learning. But how should we accumulate intimacy? Does focusing on accumulation only mean word training and grammar knowledge? Can this really achieve the purpose of accumulation? L. The intensive training of isolated words can't cultivate the reading ability of classical Chinese, which doesn't conform to the accumulation form of the learning law of classical Chinese. The study of classical Chinese, like the study of all languages, should be a process of comprehensive improvement. A certain amount of reading is the basis of the accumulation of classical Chinese, and it will have a better effect in the overall reading. Isolated word training can only rely on rote memorization, without a certain amount of reading. The accumulation of rote memorization not only can not fundamentally improve literacy, but also can not really achieve the purpose of accumulation. If the training of isolated words divorced from specific texts is really effective, then you can read classical Chinese only by reading relevant materials or reference books and remembering several meanings of common real words and several usages of common function words. Learning practice has proved that this is not the case. Judging the meaning and usage of words in a specific language environment is a kind of ability and accomplishment, and it is by no means a simple solution to problems. What's more, no matter what dictionary summarizes the meaning, the specific use of language is rich and flexible. 2. A proper knowledge of classical Chinese can help students understand the basic characteristics of classical Chinese, but it can never replace reading the text. It is the induction of the characteristics of classical Chinese by later generations, not the language rules consciously implemented by predecessors. Therefore, a lot of grammar knowledge is not very clear and accurate, such as the flexible use of words, such as the inversion of sentences, such as the usage of function words, which are often unclear. Whether "I don't know what I read, I can't understand it" is inverted and what is the role of "Zhi" in "the existence of Tao and the existence of teacher" has been debated endlessly. When is a conjunction, it is difficult to make it clear (it doesn't make much sense for middle school students to make it clear). Even if some knowledge is clear and really useful, it can only be understood in combination with the specific text and language environment, and its purpose is to help understand the text, not to master the knowledge of ancient Chinese itself. It must be emphasized that learning classical Chinese knowledge serves to improve the reading ability of classical Chinese. Learning classical Chinese is not to serve the mastery of ancient Chinese knowledge, and it is impossible to pursue systematic learning of ancient Chinese knowledge, such as noun verbs and noun adverbials. There are many small types, which are cumbersome and worthless to explain. 3. The learning experience of ancient Chinese fully reveals the basic laws of classical Chinese learning, which we must respect and inherit. This rule is to attach importance to reading, which is based on a certain amount of reading. Therefore, reading before combing, dispersing before gathering is the accumulation method that conforms to the learning law of classical Chinese. Even if the content words and function words are sorted out and summarized, they must be based on a certain amount of text reading to have good results. The core of learning classical Chinese is reading. This "reading" includes three meanings, one is reading, the other is reading more and the third is reading more. However, there are not many really effective "reading". Have a plenty of reading with unclear purpose, have a plenty of ineffective reading, have a plenty of only famous people reading, no students, no teachers. Effective reading is to let students learn to read, feel the charm of classical Chinese in reading, cultivate a sense of language in reading and understand the content of the text through reading. Teachers should dare to demonstrate reading, guide students to read and guide students to read effectively. It is a very common problem, and it is also a misunderstanding and deviation from the learning law of classical Chinese. Ignoring reading and trying to rely on the so-called word training and grammar knowledge to strengthen accumulation is a way to get fish from the wood. Some teachers said that it was all forced by the college entrance examination. In fact, this method can't really improve the ability of classical Chinese examination. What's more, there are several real words and function words in the current college entrance examination papers that are divorced from the language environment. Second, text understanding is the basic task of classical Chinese teaching, but attaching importance to text understanding does not mean that it must be a string talk by the teacher. Cultivating students' reading ability in classical Chinese is the main purpose of classical Chinese teaching. Text comprehension is not the only task of classical Chinese teaching, but it is indeed a basic task. However, it must be emphasized that text understanding is not the purpose of teaching, but to cultivate students' reading ability in classical Chinese. A teacher said to me after listening to one of my classes: classical Chinese. Without cross talk, students' minds would be blank. It should be said that the teacher said a lot of things that the teacher wanted to say. In the teaching of classical Chinese, word for word crosstalk is still a common phenomenon. We don't simply deny the value of cross talk in classical Chinese teaching, but its harm can't be underestimated. First of all, it leads to low teaching efficiency. In any cross talk class, the teacher speaks half or even three points. A lot of content is of no value to students. Second, it stifles students' interest in learning classical Chinese and eliminates students' initiative in learning. The teaching in a series of lectures, the implementation of the teacher's words and sentences, the students hardly think.

6. People's Education Edition Senior High School Chinese Compulsory Course Classical Chinese Practice Classical Chinese Reading Teaching has two requirements. First of all, you should be able to understand the meaning of words and phrases and read the content of the article with the help of notes and reference books; Understand and sort out the meaning or usage of common classical Chinese notional words, classical Chinese function words and classical Chinese sentence patterns, and pay attention to the analogy in reading practice; Recite a certain number of famous books. Second, understand the Chinese national spirit contained in the works, and lay a foundation for forming a certain traditional cultural heritage; Learn to understand the content value of ancient works from the perspective of historical development and draw national wisdom from them; Examine the works with modern concepts and evaluate their positive significance and historical limitations. In other words, classical Chinese teaching must first overcome language barriers. Therefore, mastering the common words in classical Chinese and understanding the meaning and sentence patterns have always been the focus of classical Chinese reading teaching. Reading aloud, reciting and comparing word meanings and sentence patterns, and translating ancient Chinese into modern Chinese are important means to improve the reading ability of classical Chinese. According to the overall arrangement of the required textbooks, in this unit, we should also learn how to read this book. Summarizing the main points and extracting the essence is an important part of reading. Summary paragraph meaning summary center has been trained in reading teaching in primary and junior high schools. In senior high school, the difficulty of the text has increased, and the requirements for reading comprehension have also improved, not just summarizing the meaning of paragraphs or summarizing the center. For a sentence or several sentences, a paragraph or several paragraphs and some related contents, it is also of great significance to grasp the key sentences to ensure the accuracy of generalization. Summarizing the main points of the content is inseparable from certain analysis. It is necessary to distinguish the outline and details of things, be good at grasping the connection of related things, and grasp their similarities and differences. The analysis of the content of the article is inseparable from the mastery of background knowledge and the understanding of expression.

7. Is the core value of classical Chinese "speech" or "writing"? Xiong Fangfang Qian Menglong put forward the view in 1997: "What is the biggest drawback of classical Chinese teaching at present? In a word: there is a' word' and no' text'. "

"Classical Chinese is first of all a kind of' text', not a random pile of classical Chinese vocabulary." 16 years have passed, and we are still marking time.

I have always believed that the word in classical Chinese can't be ignored. This is a bridge, through which we can reach the other side. Without it, we can only face each other across the sea. However, our destination is not the bridge, but the other side at the end of the bridge-the hearts and thoughts of the ancients. That is, our tutor Li Lihua said: "The ultimate goal of reading classical Chinese is to know what the ancients are thinking."

I think this is the fundamental purpose of reading classical Chinese. In today's life, we no longer use classical Chinese when speaking and writing, and the word "Zi" in classical Chinese has no great significance to our life.

The soul and breath carried by those "words" have a real relationship with us-where we can find the life code of a nation and even everyone in it. This is the core value of classical Chinese, and it is also its most eternal value.

"The real teaching purpose should be to let students learn something really valuable. What is really valuable? Is it necessary for us to speak in order in class? Is it necessary to implement Chinese common sense, accurate pronunciation, ancient and modern synonyms, common words, idioms, semantic dredging, familiar reading, recitation and dictation? Don't! China's ancient classics, especially those like The Analects of Confucius, are really eternal and valuable things: China people's ideal ethics "(Liu Hua's What to Use to" Charm "Students).

I don't deny the function of "words". On the contrary, I attach great importance to the basic things in classical Chinese teaching. I will tell students the knowledge of ancient culture from time to time, and I will also tell students the grammar of modern Chinese and ancient Chinese in great detail, but this kind of work is not necessary in every class. After I finish the topic, I will emphasize and examine it in the subsequent text teaching to help students learn new things and apply what they have learned.

This kind of work should be done well in the first semester of senior one. I don't deny translating sentence by sentence.

Some texts need to be slow, slow and steady, and implemented every word. But don't do this for every text.

No method can be used as a standard. For education, the only unchanging truth is change.

Breaking the "natural order" of the text and re-deconstructing and designing weaving with the wisdom of teachers is the most beautiful "change" in itself. Because after all, to translate a text word for word, students can do it with the help of reference books without relying on teachers.

So what is the value of teachers' existence? I still want to mention a sentence from Professor Sun Shaozhen: "I have been disgusted with repeating what students know at a glance in Chinese class since middle school students. Since then, I have decided that one day, when I am a Chinese teacher, I must say what students feel but can't say, or think that they know at a glance, but they don't know anything. "

This is one of the values of our existence. I say "one" because saying "what students feel but can't say, or think they know at a glance, but they don't know anything" is a manifestation of existence value.

(There is another embodiment. For example, sometimes we don't have to "speak it out" ourselves, but try to "force it out"-from the students themselves. )

In other words, teachers must be able to stand on high ground, grasp the overall situation of this text and make original discoveries. Help students open a window and see the light; Clear the clouds and see the sun.

I also absolutely agree that it is necessary to break through keywords in class. Although the notes in the textbook are very detailed, students at different levels have different understandings. Moreover, even for students with good level, it is necessary for teachers to guide students to pay attention to some movable parts of speech, polysemy, special sentence patterns, interchangeable words and so on.

Even if the textbook has been explained, it still needs teachers to extract and emphasize it, or cameras to summarize and sort it out, so as to associate and compare the old and new knowledge, strengthen memory and form a knowledge system. I just want to say: don't solve the problem of "speech" without the environment of "literature"

According to the "literature" environment, we should cultivate students' ability to understand "words", make the information provided by each sentence interrelated, enter the students' emotional magnetic field and thinking track, and thus deduce the unknown from the known. After long-term accumulation and sense of language, when they encounter a strange text, they can basically make accurate inferences about the "words" they have never met. Without "writing", "literature" cannot be attached to beauty; Without "Wen", "Yan" becomes a pile of rubble.

Classical Chinese is still an article after all, and should be read as an article, not as a combination of content words, function words and sentence patterns. Only in this way can we "write" and "speak".

Ekman said: "Art should speak to the world through a complete whole." Every text is a living body with a soul present. If we only study its hair or nails, we will miss something really valuable.

Therefore, classical Chinese teaching should be spoken rather than spoken. Sometimes, asking for little understanding is also a reading method. Sometimes, the temporary retention of some language barriers does not hinder the understanding of the main idea of the article. Not seeking answers is sometimes a manifestation of ability.

What's more, the overall feeling can often drive local understanding.

8. How to create a vivid and efficient classical Chinese classroom in junior high school? Classical Chinese teaching is an important part of Chinese reading in middle schools. It plays a role in inheriting the excellent national culture, educating students in ideological and moral education, helping students understand ancient society and better master modern Chinese.

The new middle school Chinese textbook published by People's Education Publishing House in the autumn of 2000 has increased the reading of ancient poetry and classical Chinese. The new syllabus puts forward the requirements of "reading ancient poems and simple classical Chinese, understanding the content with notes and reference books, and reciting a certain number of famous articles". Compared with the past, it has two characteristics: first, the reading volume of classical Chinese teaching in junior high school has increased; Second, students' learning requirements are reduced, and they only pay attention to reading, reciting and understanding of basic contents, and have no specific requirements on the meaning of function words, flexible use of parts of speech and special sentence patterns.

But if you don't understand and master words and sentences, how can you understand and use them? I think this is a pair of teaching contradictions. How to break through the difficulties of junior middle school students in learning classical Chinese and effectively solve the contradiction between "extensive reading" and "poor reading" will become a major focus of our teaching exploration.

Based on the above considerations, I will improve the efficiency of classical Chinese classroom teaching from the following aspects. A basic and important goal of classical Chinese teaching is to thoroughly understand the teaching materials and establish the goal of correctly understanding the literal meaning of words and sentences in classical Chinese, but this is not the only goal.

In addition, students should also appreciate and evaluate the article properly. Most of the classical Chinese texts selected in the textbooks are very literary.

The ideological character of his characters, the author's attitude towards life, the pursuit of ideals, thoughts and feelings all have an influence on the formation of students' outlook on life, values and aesthetic taste. For example, Yu Gong's Yi Shan, Humble Room Inscription and Ailian Theory are self-evident.

Therefore, in teaching, we must first determine the teaching objectives, guide students to master the basic knowledge of classical Chinese, and at the same time let students appreciate and evaluate the works properly. Appreciating the feelings in the text, imagining the scenery in the text, understanding the way in the text and feeling the elegance in the text are the highest realms pursued by classical Chinese teaching.

Second, skillfully use tricks to stimulate interest. First-year students are unfamiliar with the study of classical Chinese and it is difficult to learn it. Interest is the best teacher. When students are interested in learning, they will be motivated to change passive learning into active learning.

Therefore, how to stimulate students' interest in learning is particularly important in the introduction of new courses. The vivid introduction of new courses will help students to enter a positive and happy learning state, relieve their fear of difficulties in learning classical Chinese, and promote their understanding and accumulation of words and contents in learning classical Chinese. According to the characteristics of classical Chinese, we can try the following methods: 1. Introduction to idioms and epigrams There are many idioms in the classical Chinese text of junior high school. If we adopt corresponding idioms to introduce this kind of classical Chinese teaching, we will achieve good teaching results.

Classical Chinese in junior high school, many articles can be introduced in this way, such as Sun Quan's persuasion and Peach Blossom Garden. In addition, there are many famous aphorisms in junior middle school classical Chinese, which can not only deepen students' understanding of the text, but also strengthen the accumulation of language.

2. Introducing stories with vivid stories and beautiful legends can also arouse students' interest in learning and deepen their understanding of the text. The story used to lead in can be the story described in the text itself or other stories related to the content of the text.

For example, when teaching classical Chinese with strong stories, such as Wolf, Stomatology and For Learning, teachers can tell stories to students first, then guide students to learn the corresponding classical Chinese, and then implement word teaching. For another example, the story of Tengjian Yueyang Tower can be used for teaching, and the story of Liu Bei's three visits to the thatched cottage and Zhuge Liang's dedication can be used for teaching, so as to broaden students' horizons and deepen their understanding of the text.

3. Using pictures and media to stimulate students' interest can mobilize students' existing knowledge reserves related to the content of the text to introduce the text, review the old and learn new things, and stimulate students' interest in learning, such as using the Three Gorges of the Yangtze River in geographical knowledge to introduce the Three Gorges; You can download pictures related to words from the internet, read articles with classical music by multimedia means, or directly display audio-visual and picture contents related to words by multimedia means to create scenes; Give full play to the initiative of students' active participation, and let students use network resources and related books to find information related to the text in preview. Third, highlighting the key points and strengthening the vivid introduction of new reading courses can only be the beginning. In the specific stage of guiding reading, we must strengthen reading, highlight the key points of learning, and avoid seeking perfection and covering everything.

At the same time, we should give full play to students' main role, completely abandon teachers' "cramming" teaching methods, let students think more, discuss more and speak more, and fully mobilize students' learning enthusiasm. In particular, strengthen students' reading training and adopt flexible and diverse ways to let students read and recite.

The classification and query of periodical articles are in the periodical database. As the old saying goes, "You can't know the meaning of a book until you read it a hundred times", which means that you can understand the intention of an article only after repeated reading. Reading is still an important way to learn classical Chinese. In teaching, we should not only pay attention to classroom reading, but also pay attention to extracurricular reading.

Classroom reading can be divided into three steps: first, the teacher's model essay reading. Teachers can not only make students remember difficult words and their pronunciations, but also make them read the text vividly. A pause in a sentence; Speed, more importantly, can stimulate students' interest in reading and improve their cognitive ability.

Teachers accurately and vividly simulate reading, and then unconsciously bring students into the beautiful realm of the article with the help of different changes in stress, intonation, pause, speech speed and volume, so that they have interest and motivation in learning. Second, students read aloud.

On the basis of the teacher's demonstration reading, students can read again and again. On the one hand, students can be required to sketch out the key words and famous sayings in the text while reading, and focus on memorizing them; On the other hand, we can perceive the content of the article, deeply understand the meaning of difficult words and sentences from the sentence structure and context, and grasp the author's views, attitudes and ideological tendencies expressed in the article. The students read aloud again.

Reading aloud means reading aloud repeatedly on the basis of understanding the meaning of the article, so as to be familiar with the article. Students' reading should be given scientific and targeted guidance to avoid aimless mechanical repetition.

Recite.