Teaching Strategies of Classical Chinese Reading in Junior Middle School

1. Some Strategies on How to Improve Classical Chinese Classroom Teaching Classical Chinese teaching has always followed the traditional mode of "solving problems-background introduction-cross talk translation-sentence depth analysis-reciting and memorizing", which is costly and inefficient.

So, how to improve the effectiveness of classical Chinese teaching in junior high school? Based on my own practical experience, I have summarized the following teaching strategies: 1. "Reading a book a hundred times will help you understand yourself." As the saying goes, "Read 300 Tang poems by heart, even if you can't write, you will recite them." Yao Jichuan also said: "Generally speaking, people who study ancient Chinese must read aloud and slowly. It takes a long time from enlightenment.

If you can watch silently, you will be a layman all your life. The truth of reading is that reading can cultivate a sense of language, be familiar with vocabulary and sentence patterns, and experience the thoughts and feelings in the language.

Then grasp the author's interest, momentum or charm. It is not only a process of language accumulation, but also an aesthetic process from changing sentences to expressing feelings rhythmically.

Therefore, I think that in teaching, it is essential for teachers to demonstrate reading or students to listen to multimedia reading, and students to read together. To read aloud, you must first "pronounce clearly".

The pronunciation of some words in classical Chinese is different from that commonly used in modern Chinese today, which requires our teachers to read models or students to listen to multimedia reading to deepen their memory. For example, I should read "yāo" instead of "Yao" in the sentence "I'm going home soon" in The Peach Blossom Garden.

The existence of these homophones in classical Chinese makes model reading particularly important. In addition, we should "read the sentences clearly".

Middle school classical Chinese textbooks all have punctuation marks, and sentence pauses are easy to master. The difficulty lies in the grammatical pause in some complicated sentences. For example, in the Analects of Confucius, "review the past and learn new things, and you can be a teacher."

A word in ancient Chinese is a word. The ancient meaning of "can" is: you can rely on it, while "think" omits "know".

Therefore, this sentence should be read as "review the past and learn new things, and you can be a teacher." It can't be misinterpreted as "reviewing the past and learning the new, you can be a teacher."

Through model essay reading, students can master the pause of syllables and read fluently. At this time, the teacher will guide students to read silently against the text notes. On the basis of reading, the teacher will read aloud by name in teaching and organize synchronous reading.

This can stimulate students' interest and confidence in learning. When they read more, they will naturally recite, so that they can understand and appreciate the thoughts and feelings in the language. Reading aloud runs through the whole teaching process and cannot be regarded as a teaching link in isolation.

Its so-called "reading a hundred times" is self-evident. Second, stimulate interest.

Einstein said: "Interest is the best teacher, and it often trumps the sense of responsibility." Indeed, interest is the internal motivation to promote students to learn knowledge and develop innovative thinking.

Therefore, when teaching ancient Chinese, teachers should first arouse students' learning enthusiasm, thus improving the timeliness of the classroom. In addition to the above reading methods, in guiding and stimulating students' interest in learning classical Chinese, I also summarized the following methods: 1, appropriately introducing, creating situations, guiding students to take classical Chinese classes, and making them feel the fun of walking in.

For example, when studying Mulan's poems, first show students the highlights of the movie Mulan, thus arousing their interest in learning this article. 2. In specific text teaching, choose or play stories related to the text or the author to stimulate students' interest in learning.

For example, when I study Sun Quan's persuasion, I will tell a few short historical stories related to Sun Quan and Monroe. When studying the Analects of Confucius, I will briefly tell the story of Confucius traveling around the world.

Let students be moved and active, and improve the classroom teaching effect. 3. Classroom sitcom. For some classical Chinese with strong stories, students can independently arrange sitcoms according to the content of the text and then perform them, which can also stimulate students' interest in learning.

I gave it a try when I was talking about the text "West Flowing Shadow". To my surprise, the students showed great enthusiasm and exaggerated the image of General Zhou Yafu with appropriate inner monologues, which brought the whole classroom atmosphere to a new level. 4. Reviewing classical Chinese can take the form of knowledge contest.

A knowledge contest was held in the form of "Happy 100". Consolidate knowledge points by using students' competitive psychology.

In short, in the specific design of each class, teachers need to find some ways to arouse students' interest, or create situations to attract people's attention, or set suspense to promote people's exploration, or ... in order to improve the effectiveness of ancient Chinese teaching. Third, change the teacher's cross talk to students. In teaching, students should have a kind of consciousness-take the initiative to learn and solve the difficulties in learning.

In my opinion, the breakthrough should be to cultivate students' sense of participation and really make students move. "It is an important condition for students to experience an emotion of personal participation in mastering knowledge, which can stimulate teenagers' unique interest in knowledge," Suhomlinski said.

Therefore, teachers should break the dull situation of concentrated learning, fully inspire, guide and let students take the initiative to move, so that they will no longer regard learning classical Chinese as a fear. Guiding students to think deeply is an important means to realize the effectiveness of classical Chinese classroom teaching.

In the teaching of classical Chinese, I keep in mind that "reading is students' personalized behavior". Where teachers can let go, try to let students read, participate, experience and understand independently, and don't let teachers' analysis replace students' reading practice. Mr. Ye Shengtao also said, "Mr. China doesn't tell books to students.

The Chinese teacher guides the students to read. Students can generally understand an article, but they may not understand the profound place and the meaning hidden behind the literal.

Teachers must give some advice to students on these occasions, and they can enlighten them in a few words, not verbose. Teachers often do this, and students' reading ability will naturally improve. "

This passage applies not only to modern Chinese teaching, but also to classical Chinese teaching. The new curriculum standard points out that students should be able to use reference books and related materials.

2. Some suggestions on how to develop the teaching strategy of classical Chinese reading: First, we should improve the literacy of classical Chinese teachers. This problem is a very important key. It is debatable to let teachers who have no literacy in classical Chinese engage in classical Chinese teaching. Almost all teachers in the Republic of China were born in ancient Chinese, so it is no problem to teach classical Chinese, but most contemporary teachers are Chinese teachers who don't understand ancient Chinese. Therefore, this has caused problems such as formalization and examination-oriented teaching of classical Chinese. Especially the rural teachers who graduated from some normal colleges have no chance to understand the foundation and structure of classical Chinese, which is the biggest hurdle in teaching. It is meaningless to talk about classical Chinese teaching by bypassing this problem. Secondly, we should choose simple classical Chinese and teach in complex classical Chinese. Ancient classical Chinese teaching was carried out through primary schools, universities, four books and five classics, unlike the current textbooks. The difficulties of classical Chinese are confusing, one is ancient classical Chinese, and the other is modern classical Chinese, which makes teaching and students unable to adapt. Therefore, it is necessary to clarify its age at the source. After all, ancient classical Chinese is different from modern classical Chinese. For example, how many teachers really understand the semantics in The Analects? However, it is a chaotic design to let students take this course in grade one. Third, let teachers have some classical Chinese reference books. The most ridiculous thing is that some classical Chinese teachers in some schools actually use Xinhua dictionary to understand the meaning of classical Chinese, which shows that these teaching methods are backward and unsuitable. This method must be changed. Teachers must have the habit of using classical Chinese dictionary tools. Fourthly, according to the above analysis, the teaching strategies of classical Chinese reading should be developed from the following aspects: compiling teaching syllabus step by step, choosing article teaching according to different times, mastering basic real words and function words, paying attention to training and deepening the understanding of vocabulary in test sites, and strengthening students' mastery of broken sentences. If we persist for a long time, we will certainly achieve good results.

3. Some suggestions on how to develop the teaching strategy of classical Chinese reading: First, improve the quality of classical Chinese teachers.

This problem is a very important key. It is debatable to let teachers who have no literacy in classical Chinese engage in classical Chinese teaching.

Teachers in the Republic of China were almost all born in classical Chinese, so it was no problem to teach classical Chinese. However, most contemporary teachers are Chinese teachers who don't understand classical Chinese, which has caused problems such as formalization and examination-oriented teaching of classical Chinese. Especially the rural teachers who graduated from some normal colleges have no chance to understand the foundation and structure of classical Chinese, which is the biggest obstacle in teaching.

It is meaningless to talk about classical Chinese teaching by bypassing this problem. Secondly, we should choose simple classical Chinese to complex classical Chinese for teaching.

The teaching of classical Chinese in ancient times was carried out through primary schools, universities, four books and five classics. Unlike the current textbooks, the difficulty of classical Chinese is confused. One is ancient classical Chinese, and the other is modern classical Chinese, which makes teaching and students unable to adapt. Therefore, it is necessary to clarify its age at the source. After all, there are differences between ancient classical Chinese and modern classical Chinese.

For example, how many teachers really understand the semantics in The Analects? But it is a chaotic design to let students take this course in grade one. Third, let the teacher have some classical Chinese reference books.

The most ridiculous thing is that the teachers of classical Chinese teaching in some schools actually use Xinhua dictionary to understand the meaning of classical Chinese, which shows that these teaching methods are backward and unsuitable. This way must be changed.

Teachers must get used to using classical Chinese dictionary tools. Fourthly, according to the above analysis, the teaching strategies of classical Chinese reading should be: compiling a step-by-step syllabus, choosing article teaching according to different times, mastering basic real words and function words, paying attention to training and deepening the understanding of vocabulary in test sites, and strengthening students' mastery of broken sentences.

Therefore, long-term persistence will certainly achieve good results.

4. How to teach junior middle school Chinese reading effectively depends on education.

At present, China is carrying out the new curriculum reform in an all-round way to promote the all-round development of the country through education. Under the background of the new curriculum reform, how to improve the effectiveness of junior high school Chinese is one of the important topics in educational research.

Let me briefly talk about the thinking of effective teaching methods of junior high school Chinese in the process of teaching practice. I. Understanding of Effective Teaching Effective teaching is a modern teaching concept put forward by the new curriculum standards, aiming at improving teachers' work efficiency and strengthening process evaluation and target management.

The concept of effective teaching abandons the traditional concept of exam-oriented education, pays more attention to the progress and all-round development of students, and pays attention to the benefit of teaching in order to improve the quality of students in an all-round way. This requires teachers to establish the concept of time and benefit, that is, to have a sense of reflection.

Its key point is to pay attention to students' individual differences, teach students in accordance with their aptitude, pay attention to scientific thinking and creativity, develop students' intellectual and non-intellectual factors, and realize their all-round development. At present, education in China is in a transitional stage. The traditional exam-oriented education has caused many contradictions between teachers and students, and the relationship between teachers and students is relatively rigid.

Usually, teachers are in the position of leaders and supervisors, while students are in the position of leaders and supervisors, and students' interest in learning is not high. However, due to the pressure of entering a higher school, teachers and students dare not slack off.

Therefore, copying, memorizing, memorizing and testing suitable for primary schools are still used in junior high school classroom teaching. Is this a return to nature or a retrogression in history, a blessing or a curse of education? A large number of investigations and studies show that repeated practice has consolidated the basic skills learned. For open questions, the effect of repeated practice is not significant, and even has negative effects.

Obviously, the teaching methods of copying, memorizing, reciting and testing suitable for primary schools are not feasible. Education advocates reform, and teaching methods need to be standardized and innovative, which must be effective and not useless.

Second, take reasonable ways to stimulate students' interest in Chinese reading. Confucius said, "Knowing is not as good as being kind, and being kind is not as good as being happy." A person's demand psychology can arouse his strong interest in something.

Chinese reading teaching in junior middle schools needs teachers to adopt some reasonable methods to stimulate students' strong interest in Chinese reading. For example, (1) writing reading notes.

Writing reading notes is an effective way to urge students to read comprehensively. I require students to read at least three extracurricular articles every week and fill out a comprehensive reading card on the basis of careful reading.

In this card, I set the following contents: article title, author, main characters and personality characteristics, excerpts of good sentences, creation of good sentences, and reading comments. Such a comprehensive reading card is not only conducive to teachers' reading inspection, but also to improving students' comprehensive Chinese ability.

Comprehensive reading (2) Read the report. Reading cards regularly or irregularly in a semester is an effective basis for evaluating students' comprehensive reading.

Students' reading reports are held from time to time to report their reading gains. First, the students' reading report meeting will be held in the study group, and then the group will recommend a representative to report his reading situation in the class and judge the "reading experts".

The selection conditions are as follows: have your own reading list, have your own reading gains, and have future reading (3) theme reading. Collect relevant articles and read around a special topic.

This kind of reading is intentional. It is more conducive for students to understand a problem more comprehensively and deeply, to read and communicate, and to cultivate students to understand things from different angles.

Third, carefully design the dialogue between teachers and students. Chinese curriculum standard emphasizes "let students contact Chinese materials more directly and master the law of using Chinese in a lot of Chinese practice". In order to give students the opportunity of "a lot of Chinese practice", we must carefully design and innovate in reading teaching and strengthen the dialogue and communication between teachers and students. What is dialogue? The so-called dialogue is the process in which the dialogue subjects communicate with each other, collide, communicate and cooperate, and inspire infection in cognition, emotion, attitude and values. It is a process of mutual understanding, mutual cooperation, mutual promotion and mutual promotion, and it is the fusion of cognitive horizons realized by both sides of the dialogue from their respective experiences.

Reading teaching is a dialogue process among students, teachers and texts. Through dialogue, students can realize their self-understanding and perception of the text. Through dialogue, let students learn language, acquire skills, develop intelligence and train their thinking; Through dialogue, students feel happy physically and mentally, so as to purify and enhance their moral personality, deepen their knowledge and culture and sublimate their emotional experience. In the dialogue between teachers and students, under the guidance of broad-minded power, teachers take the initiative to walk into students' hearts, and students' emotional doors will open to you.

Teachers should be loyal listeners to students, listen carefully, create a free and relaxed learning environment, and let students communicate and explore crazily. Teachers should always look, listen and comment appropriately with appreciation.

By listening carefully, teachers can find the deviation of students' understanding, students' doubts, and what students already have and naturally lack in the experience background, so as to judge the depth of students' understanding and decide what knowledge needs to be supplemented. Only in such a class can students appreciate the spiritual enjoyment of reading. In Chinese learning activities, every student has his own life experience, life experience, emotional world and spiritual world.

Any reading can't be "innocent reading", which will inevitably add the reader's own "pre-theory", so that the reader can't understand the meaning of the text. The so-called "understanding" (understanding before understanding) has a thousand Hamlets for a thousand readers "is the truth. For some questions, we can't ask students to answer the same question, in fact, it is impossible.

Teachers should encourage students to seek common ground while reserving differences, think boldly, let students sprout new ideas in many possible assumptions, give students a broad space to fly their imagination, guide students to analyze problems from multiple angles, levels and sides, and develop the thinking habit of seeking difference and innovation. Fourth, provide training space to train students' reading ability. With a clear teaching concept, teachers need to make a reasonable teaching plan.

Blind training without plan can't guarantee the effective improvement of students' oral ability, so training becomes formal and meaningless. The teaching concept has changed, so has the teaching method.

5. How to teach junior middle school Chinese reading well under the new curriculum/daming county Experimental School in Hebei Abstract In the new period, with the continuous deepening of quality education in China, the original curriculum standards can no longer meet the needs of today's "teaching" and "learning".

Under the new curriculum standards, junior high school Chinese reading teaching should be reformed. Key words: Chinese reading teaching strategy in junior high school in the new curriculum standard The outline of the basic education curriculum reform of the Ministry of Education clearly points out that the specific goal of the basic education curriculum reform is to "change the tendency that the curriculum pays too much attention to knowledge transmission and emphasizes the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and basic skills becomes the process of learning to learn and forming correct values at the same time".

This outline points out the basic teaching direction for the new curriculum reform. The new curriculum standard emphasizes that teaching is the communication between teaching and learning, and it is a process of mutual learning.

In this process, teachers and students are sharing their thoughts, knowledge and experience, and exchanging their feelings, experiences and sentiments, so as to achieve the goal of common development. The new curriculum standard emphasizes the cultivation of students' learning ability and learning methods, and actively advocates a new learning method of "autonomy, cooperation and inquiry".

The essence of Chinese classroom teaching is a process in which teachers convey the unique charm of language and culture to students in an effective way, and the purpose of this process is to let students feel, appreciate and even love the charm of language and culture independently. Students are the main body of teaching activities, and teachers are the designers of teaching activities and the guides of learning.

How to find a teaching mode that can not only reflect the teacher's leading role, but also reflect the students' dominant position in the process of Chinese reading teaching has become a topic worthy of discussion for Chinese educators. First, change the traditional teaching concept.

The definition of Chinese reading in Chinese syllabus is: "Reading is the most basic learning activity for people to extract information from written language." The understanding of reading in curriculum standards is: "Reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience; Reading teaching is a process of dialogue among students, teachers and texts. "

From the comparison between the two, it is not difficult to see that the new concept of the reading goal of the new Chinese curriculum standard is highlighted in "dialogue". The idea of "dialogue" is based on communication.

Chinese reading teaching is essentially the communication among students, teachers and articles. Therefore, in the practice of reading teaching, we should first attach importance to students' dominant position in the reading process, and teachers should cultivate students' ability to read articles independently and understand the author's feelings.

Secondly, we should encourage students to think in a personalized way in reading. Because of the influence of life experience, personality and temperament, each student's thinking mode and understanding ability are also very different, and their understanding of the same article and topic is often very different. Therefore, it is really not advisable to judge reading teaching with "standard answers" and force a unified conclusion.

In the practice of reading teaching, Chinese teachers should actively play a leading role, create a good communication space for students, provide communication conditions for students, and fully mobilize the enthusiasm of students to participate in reading teaching. Second, respect learning rules and choose appropriate teaching strategies.

Reading teaching is the communication among students, teachers and articles, but the students as the main body have obvious differences in physiology, psychology, language ability and thinking mode due to their age differences. Therefore, in the practice of reading teaching, we should not only follow the laws of students' physical and mental development, but also follow the laws of Chinese reading teaching to choose appropriate teaching strategies.

Only in this way can we implement effective teaching and strive to improve students' Chinese literacy. Next, take the text in 8th grade Chinese textbook of Jiangsu Education Edition as an example to explain the specific methods.

In the teaching practice of Chinese reading, especially when the enthusiasm of students to participate in reading is fully mobilized, it is difficult for students to control their thinking on a benchmark, and it is easy to have an embarrassing situation that "the classroom is very lively, but the effect is not ideal". Therefore, teachers should pay attention to the following aspects: First, follow the basic principle of "keeping close to the center of the article".

Under the selected new curriculum standard, the texts in the textbook of Jiangsu Education Edition are all classic articles with profound thoughts and clear centers. In order to clarify his point of view and express his feelings, the author must carefully choose the content and structure of the article.

Rhetoric sentences refine the language in the text and make unique arrangements for writing skills and expressions, all of which are to express the central idea of the article. Therefore, in the process of reading, teachers and students should start from the author's psychology, try to figure out the author's intentions, and finally understand the author's feelings.

For example, Xiao Gan's Ziziphus jujuba Mill, with Ziziphus jujuba Mill as a clue, describes the story of an American Chinese trying to plant several Ziziphus jujuba Mill seeds in his hometown, which shows that the Chinese nation is a nation with profound national consciousness and rich national feelings. At the same time, the article "The Last Lesson" arranged in the second unit of the textbook reflects the deep patriotic feelings and hatred of the French people after being invaded by Prussia through a vivid description of the last lesson.

They are also two articles expressing patriotic feelings, with completely different writing methods and language features, each with its own merits. Second, follow the general principles of "contact context" and "echo from beginning to end".

In the process of reading the article, we should pay special attention to the turning sentences and paragraphs in the article, and make a comparative analysis in connection with the context in order to grasp the meaning of the sentence and understand its important role in the article. Make students develop morally, intellectually, physically and aesthetically in the stage of quality education.

As the new curriculum standard points out in "Teaching Suggestions": "It is an important content of Chinese teaching to cultivate students' noble moral sentiment and healthy aesthetic taste, and to form correct values and positive attitude towards life, which should not be regarded as an external additional task. Attention should be paid to instilling infection and osmosis, and these contents should be implemented in the daily teaching process. "

In the practice of reading teaching, based on the appreciation of excellent literary works, it is put forward that "you can have your own emotional experience, get a preliminary understanding of the exquisiteness of the works, and get beneficial enlightenment from it to nature, society and life". And this "emotional experience" is ".