How to cultivate junior high school students' interest in learning classical Chinese

Classical Chinese is an important part of Chinese teaching in middle schools, and it is also one of the key and difficult points. In the past, many teachers used rigid teaching methods of ancient Chinese, and students were not only interested in learning ancient Chinese, but also afraid of it to a certain extent. However, the ancient Chinese in middle school Chinese textbooks is the crystallization of the wisdom of ancient writers in China, and many articles are full of charm and catchy. As long as students are guided to read aloud with emotion and experience patiently, it is not difficult to find the rhythm and charm of ancient Chinese. In addition, under the new curriculum reform, middle school Chinese teaching emphasizes student-centered and attaches importance to the role of learning interest in the learning process. In view of this, it is extremely important to strengthen the cultivation of middle school students' interest in learning ancient Chinese. Therefore, how to stimulate students' interest in learning classical Chinese and improve teaching efficiency is a big problem for Chinese teachers in middle schools. Below, I will talk about some effective practices in my teaching practice for many years.

First, if you read a book a hundred times, you can see its meaning.

According to my teaching experience, by junior high school, students' cognition of the meaning of ancient Chinese has a holistic feature. For the new knowledge of ancient Chinese, students can quickly integrate into their own cognitive system and master the main features of new knowledge. Based on this, even if students have learning disabilities, such as new words and phrases, they will not affect their perception because of skipping. Ancient Chinese is the foundation of modern Chinese, but compared with modern Chinese, ancient Chinese is more beautiful in phonology. For junior high school students, phonological awareness is already very strong. In the process of reading classical Chinese, the ups and downs of phonology will stimulate their strong interest in classical Chinese. The new curriculum standard clearly points out that in ancient Chinese teaching, Chinese teachers should guide students to deeply understand the thoughts and feelings of works by feeling the tone and rhythm of works. The ancients said, "You can't know the meaning of a book until you read it a hundred times", which is still of great guiding significance to the ancient Chinese teaching of middle school students today. For example, I teach ancient Chinese as follows: first, let students read the pronunciation and meaning of new words in the text against their notes, so as to overcome students' reading obstacles and enable them to read the whole article smoothly and completely; Next, I will do a demonstration reading, so that students can find their own gaps by comparing the teacher's demonstration reading, and then imitate the teacher's reading with emotion and pause, and readjust their reading. Here, I will guide students to deeply feel the rhythm, weight and speed of sentences in reading. Finally, strengthen students' reading training. Through repeated reading, students' reading is integrated with the thoughts and feelings expressed in the article, so that the article shows its charm and its inner beauty, so that students can feel the charm of ancient Chinese and stimulate their interest in learning.

Second, classical Chinese is inspired by pictures

Classical Chinese is mostly ancient poetry, which mainly describes unique situations. In order to fully stimulate students' interest in learning and make them understand ancient Chinese independently, we should carry out the teaching activities of ancient Chinese painting in classroom teaching. For example, the first volume of the eighth grade of People's Education Edition, "Looking at Snow at the Huting", describes a leisurely scene of enjoying snow in winter, and teachers can guide students to draw this scene. In the process of painting, students will deeply understand and study the word in order to organize the picture, find materials and make a reasonable composition. The process of thinking and painting has also become a process for students to explore ancient Chinese independently and experience the poet's feelings. At the same time, teachers should actively encourage students to create freely in the process of painting, such as adding elements consistent with the artistic conception of words, so as to fully stimulate students' interest and creative inspiration, and then sublimate the teaching effect of ancient poetry. To sum up, in middle school Chinese teaching, to cultivate students' interest in learning ancient Chinese, we must first respect students' important position as the main body of learning in the classroom and carry out teaching activities with students as the center. On this basis, teachers should stimulate students' interest in learning by improving the autonomy and interest in the teaching of ancient Chinese, enhance students' understanding of classical Chinese through diversified teaching methods and activities, let them truly feel the long and splendid language and culture of the motherland, and improve their ability by learning ancient Chinese.

Third, design issues to mobilize the enthusiasm of students

Bring any classical Chinese, as long as we study the textbook, we can find some questions that students are interested in, which is conducive to mobilizing students' enthusiasm for learning and giving them something to say. For example, when learning the classical Chinese "Three Gorges", the teacher asked the students to perceive the text as a whole and designed such a question: "After reading this article, I was deeply attracted by its beautiful scenery. If you were to travel to the Three Gorges, which season would you choose? Tell me your reasons? " The question ingeniously added humanistic color, replacing the boring question in the traditional classroom: "Who can tell me the general idea of this article? What is the main content of this article? " Students open their thinking boxes and feel that they have something to say, so the class begins. The same goal is to complete the overall perception of teaching, but classroom problems have become a humanistic scene that everyone is willing to participate in. This design is undoubtedly a key to open students' hearts and wisdom. Designing different questions will bring different teaching effects. After the whole class, students successfully broke through the difficulties of the text, deeply understood the meaning of the article and understood the author's writing skills.

Fourth, contact the past and the present, don't be afraid.

The main reason why students dislike classical Chinese is that they are afraid of classical Chinese words. If students can learn to use known knowledge to clear up word barriers, most problems will be solved. Modern Chinese, which we are most familiar with, developed from ancient Chinese, so modern Chinese can serve as a bridge for us to understand the essence of ancient Chinese. The most obvious example is to accumulate meaning through idioms. For example, the word "yes" has different meanings in idioms such as mercenary (auxiliary word, mentioning object, meaningless), confusing right and wrong (right), right and wrong (thinking that ... is right), and being brave (judging verb, yes). Accumulating these different meanings will help to transfer understanding in the future study of classical Chinese. This kind of training will shorten the distance between students and classical Chinese, and make students realize that classical Chinese knowledge is not out of reach, as long as they have the heart, it is everywhere. In this case, will students still regard the study of classical Chinese as a fear?

Fourth, the classroom allows students to have a positive sense of participation.

Suhomlinski said: "It is an important condition to arouse young people's unique interest in knowledge to let students experience an emotion of personally participating in mastering knowledge. "In the past, our classes were often taught by teachers. Their tedious explanations and detailed notes of classical Chinese reading materials made students ignore their thinking and listen to other people's suggestions. Over time, when students encounter difficulties in reading, they will be at a loss and lose confidence. When they ask questions in class, they will hold their breath and have no interest at all. In view of this situation, we can take the form of letting students talk and ask questions. Let the students speak, you can assign tasks in advance, so that the lecturer can fully prepare lessons. In addition to full preparation and cooperation, other students should also be prepared to ask questions. In this way, the communication between students can be more direct and enthusiastic, the sparks of wisdom can collide more, and it is easier to achieve our expected goals. Let the students ask questions. After the preview class, the group can ask and answer questions with each other, and the teacher can supplement them. You can also leave 10 minutes for questioning in each class. This can not only cultivate students' scientific learning methods and exploration spirit, but also reach the highest level of students' self-study consciousness and self-study ability, and also stimulate students' thirst for knowledge to the maximum extent.

We always say "interest is the best teacher" and "interest is the best motivation". Only by really arousing students' interest in learning in teaching practice can we get twice the result with half the effort.