The teacher's classical Chinese explanation steps

1. What are the teaching skills of classical Chinese? Classical Chinese teaching is an important part of junior middle school Chinese teaching. However, many students find it difficult to learn classical Chinese, especially in exams. Therefore, the teaching of classical Chinese has become a problem that our Chinese teachers are constantly exploring. In Chinese teaching practice, I think we should pay attention to the following points.

First, grasp the teaching materials and lay a solid foundation for classical Chinese. Usually learning classical Chinese, we must master the knowledge points that appear in the textbook:

1, pronunciation, including polyphonic words and heterosyllabic words.

2, meaning, including ancient and modern different meanings, polysemy, flexible use of parts of speech.

3. Classical Chinese sentence patterns, including special sentence patterns.

Second, Chinese textbooks emphasize the reading and reciting of classical Chinese, with the intention of enabling students to master the knowledge of classical Chinese, understand the meaning of the text and cultivate their language perception ability through more reading and reciting. Reading can be divided into four steps:

1. Read the text roughly with the help of notes.

2. Ask questions, solve problems and read the text carefully.

3. Deeply understand and intensively read the text.

4, appreciation and evaluation, familiar with the text

Your problem has been solved. Please accept it. Thank you. ~ (@ _ @) ~ Take my answer. I am glad to solve your problem, and I will be even happier if it can be adopted.

2. How can a teacher speak classical Chinese well? After the teacher explains sentence by sentence, it is too much for students to "talk to themselves", which can improve their learning enthusiasm.

Four stages of students' "self-talk" in classical Chinese

(1) Say words and phrases

This is the primary stage for students to speak classical Chinese themselves, and it is carried out under the condition that students have weak knowledge of classical Chinese. At this time, the study of classical Chinese is mainly based on the teacher's "sentence-by-sentence explanation", supplemented by the students' "self-talk". During this period, teachers should guide students to remember the common sense of literature and culture, the meaning and usage of common real words and function words; Teach students to know common words, such as causative verbs and intentional verbs, and syntax, such as judgmental sentences and passive sentences, so that students can master the basic knowledge of classical Chinese grammar.

At the same time, we should try our best to provide students with the opportunity to "speak for themselves". When you encounter words and expressions within the students' ability, you should try to "ask questions" and let the students speak. At this time, the students speak by themselves, which is manifested in answering the teacher's questions about common sense and language points.

For example, the first sentence of "The Martial Art of Candle Quits Qin Shi" (PEP requires 1) is "Qin Bo surrounded Zheng in the Jin Dynasty because he was rude to Jin and also rude to Chu". The knowledge points that can be explained sentence by sentence are: ① Zheng: Zheng Guoguo; 2 take: preposition, because; ③ Language proximity: the preposition "language" and the noun "proximity" are postpositioned, which is also called "adverbial postposition" and translated before the predicate "rudeness". Y: right. ④ Yu Chu:?

The above ① is the explanation of content words, ② is the explanation of function words, ③ is the explanation of sentence patterns, ④ You can pick them out and ask them to "speak for themselves". Because "Yu Chu" and "Yu Jin" here are both prepositional phrases, the preposition "Yu" can be translated into "Dui". Asking students questions and asking them to talk about "Yu Chu" is not only a test of students' listening effect, but also a talk about their primary training.

(2) Speech session

After students' knowledge of classical Chinese has accumulated to a certain extent, they can explain the specified paragraphs by reading reference books and reference books. When explaining the short passage, the following steps should be followed: ① Read aloud, that is, read the short passage once to correct pronunciation and make students familiar with the short passage again; (2) Ask, when students who are "talking by themselves" are preparing to talk by themselves, some questions may not be found out, so you can ask the teacher or classmates first; (3) to speak and explain the knowledge points that you think are important; (4) Translation, that is, translating the paragraph once and translating it as literally as possible; Answer, answer the questions of classmates or teachers.

This is a more formal "talking to yourself". Students who reach this level have relatively high reading ability in classical Chinese.

(3) Emphasize appreciation

After some training, the average student should have no problem with the simple classical Chinese knowledge of "talking by himself". In other words, ordinary students can read simple and easy-to-remember classical Chinese independently, and there is no writing obstacle. At this time, students should be properly guided to "talk" about the appreciation of classical Chinese.

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

4. How can a teacher speak classical Chinese well? After the teacher explains sentence by sentence, it is too much for students to "talk to themselves", which can improve their learning enthusiasm.

The four stages of students' "talking by themselves" in classical Chinese (1) Speaking words and expressions are the primary stages of students' "talking by themselves" in classical Chinese, which is carried out when students' knowledge of classical Chinese is weak. At this time, the study of classical Chinese is mainly based on the teacher's "sentence-by-sentence explanation", supplemented by the students' "self-talk".

During this period, teachers should guide students to remember the common sense of literature and culture, the meaning and usage of common real words and function words; Teach students to know common words, such as causative verbs and intentional verbs, and syntax, such as judgmental sentences and passive sentences, so that students can master the basic knowledge of classical Chinese grammar. At the same time, we should try our best to provide students with the opportunity to "speak for themselves". When you encounter words and expressions within the students' ability, you should try to "ask questions" and let the students speak.

At this time, the students speak by themselves, which is manifested in answering the teacher's questions about common sense and language points. For example, the first sentence of "The Martial Art of Candle Quits Qin Shi" (PEP requires 1) is "Qin Bo surrounded Zheng in the Jin Dynasty because he was rude to Jin and also rude to Chu".

The knowledge points that can be explained sentence by sentence are: ① Zheng: Zheng Guoguo; 2 take: preposition, because; ③ Language proximity: the preposition "language" and the noun "proximity" are postpositioned, which is also called "adverbial postposition" and translated before the predicate "rudeness". Y: right.

④ Yu Chu:? The above ① is the explanation of content words, ② is the explanation of function words, ③ is the explanation of sentence patterns, ④ You can pick them out and ask them to "speak for themselves". Because "Yu Chu" and "Yu Jin" here are both prepositional phrases, the preposition "Yu" can be translated into "Dui".

Asking students questions and asking them to talk about "Yu Chu" is not only a test of students' listening effect, but also a talk about their primary training. (2) After students have accumulated a certain knowledge of classical Chinese, they can explain the specified paragraphs by reading reference books and reference books.

When explaining the short passage, the following steps should be followed: ① Read aloud, that is, read the short passage once to correct pronunciation and make students familiar with the short passage again; (2) Ask, when students who are "talking by themselves" are preparing to talk by themselves, some questions may not be found out, so you can ask the teacher or classmates first; (3) to speak and explain the knowledge points that you think are important; (4) Translation, that is, translating the paragraph once and translating it as literally as possible; Answer, answer the questions of classmates or teachers. This is a more formal "talking to yourself". Students who reach this level have relatively high reading ability in classical Chinese.

(3) After a certain appreciation training, the average student should have no problem with the simple classical Chinese knowledge of "talking by himself". In other words, ordinary students can read simple and easy-to-remember classical Chinese independently, and there is no writing obstacle.

At this time, students should be properly guided to "talk" about the appreciation of classical Chinese.

5. Go to school to apply for a Chinese teacher. Since it is an exam-oriented course, we should do it well at different levels. I have specially summarized the following steps for your reference:

1. [Introduction] The ancients said, "Review the past and learn the new". There are many things worth exploring and learning from in China's ancient culture, which is one of the most basic purposes for us to learn ancient Chinese.

[Cut to the Topic] The topic of the ancient Chinese we are going to learn today is … The author is a certain generation. This ancient prose is from China ancient literature ... [Briefly describe the source, such as Historical Records or Zuo's Spring and Autumn Annals, which is an ancient book with far-reaching influence on China's history and culture ... and so on. 〕

Thirdly, combining with the historical background at that time, make an overview of the content of ancient prose. Such as similar articles, such as the debate between different people, and so on. If it is an ancient prose such as Fable, it may have been compiled by the ancients under the relevant historical background at that time, so we should also briefly describe the relevant background, such as The Road to the North and The Struggle between Snakes and Mussels.

Fourth, demonstrate yourself and read it through.

5. Explain sentence by sentence from the first paragraph. Definition of words [including uncommon words and loanwords], ancient Chinese grammar [including the usage and meaning of function words and prepositions], and interpretation [including literal translation and free translation. Literal translation first, then free translation. 〕

Sixth, after the explanation, summarize the content level of the article from the paragraph.

Seven, summarize the central idea of the article.

Eight, discuss the reference significance of this ancient prose to us today.

6. How to teach classical Chinese effectively? The so-called "effectiveness" mainly refers to the concrete progress or development made by students after a period of teacher teaching.

Whether teaching is effective does not depend on whether the teacher has finished teaching the content, but on whether the students have learned anything or whether the students have learned well. If students don't want to learn or can't learn anything, no matter how much the teacher teaches, it is useless.

Similarly, if students study hard, but they don't get the development they deserve, it is also ineffective or inefficient teaching. Therefore, the progress or development of students is the only indicator of teaching effect.

Teachers can neither follow their feelings nor simply understand "benefit" as "teaching the most content in the least time". The teaching benefit does not depend on how much content teachers teach, but on the results of students' learning in unit time and the results of learning process.

Classical Chinese teaching in junior high school has always been a controversial territory, and the teaching of classical Chinese and the discussion of classical Chinese teaching method are not satisfactory. As long as we calmly reflect on the reform of Chinese teaching in recent years, it is not difficult to find such an uncoordinated phenomenon: in the upsurge of educational reform, modern Chinese teaching is a "hot spot" and classical Chinese teaching is a "cold spot".

Classical Chinese teaching has become the most unwilling and difficult field for Chinese teachers at present. Few teachers are willing to choose classical Chinese to teach in open classes and quality courses. Classical Chinese is the carrier of China's national culture. Classical Chinese teaching, as an effective way to inherit China culture and absorb the essence of national culture, should attract the attention of Chinese teachers.

Here, I will talk about the current situation of classical Chinese teaching in junior high school and the strategies that should be adopted. The current situation of classical Chinese teaching in junior high school is worrying. The main problems are as follows: First, the teaching goal is single, that is, the teaching goal is only oriented to the interpretation and translation of words, words and sentences, emphasizing "implementing every word and transmitting every sentence".