Problems and Countermeasures in Classical Chinese Teaching in Senior High School

Problems and Countermeasures in Classical Chinese Teaching in Senior High School

In daily study and work life, many people have had the experience of writing papers and are familiar with them. Thesis is a means to study some academic problems. I believe that writing papers is a headache for many people. The following is my carefully arranged paper on the problems and solutions of classical Chinese teaching in senior high school for your reference, hoping to help friends in need.

Classical Chinese teaching in high school is an important part of Chinese teaching in high school, but there are still many difficulties in classical Chinese teaching in high school. To break through the dilemma of classical Chinese teaching, it is necessary to highlight students' subjectivity and stimulate students' interest in learning classical Chinese; Improve teachers' quality and teaching ability; Pay attention to reading; Change the evaluation method. Let students feel the charm of classical Chinese, master the learning methods of classical Chinese, and improve their learning of classical Chinese and Chinese literacy.

Keywords: classroom teaching; Classical Chinese; Dilemma and countermeasures;

Classical Chinese teaching in senior high school is an important part of Chinese teaching in senior high school, which has important teaching value. It is not only beneficial to inherit the history and culture of China, but also to cultivate aesthetic taste and humanistic quality, and it also plays a great role in improving students' reading and writing ability. Some high school Chinese textbooks have also greatly increased the proportion of classical Chinese, paying more attention to integrating traditional culture into textbooks. Therefore, we should deeply analyze the difficulties in classical Chinese teaching and the corresponding countermeasures.

First, the practical difficulties encountered in classical Chinese teaching

1, students lack interest and knowledge application ability.

Students lack interest in learning and their attitude is not correct enough. Students generally think that classical Chinese is difficult and boring, and the words and grammar are very different from modern Chinese, so they are not interested in learning. In addition, high school students have a heavy academic burden, and students are even more reluctant to spend their time studying classical Chinese, purely for the college entrance examination and passive learning.

Students have little extra-curricular accumulation and limited perception. Chinese teachers generally pay attention to the repeated practice of vocabulary and grammar in classical Chinese, ignoring the guidance of students' extracurricular reading methods in classical Chinese. Students lack the autonomy of extracurricular reading, can not form a good sense of reading language in classical Chinese, and lack perceptual knowledge of syllable rhythm, common grammatical phenomena and unique layout of articles in classical Chinese. "In addition, students' emotional experience and life perception are relatively few, which makes students lack a grasp of the emotional and philosophical significance of classical Chinese and cannot achieve the goal of' constructing the meaning of literature' proposed by the new curriculum standard. " [ 1]

2. The teacher's lectures are modular and the classroom lacks vitality.

The unclear teaching objectives distort the teaching direction. The purpose of classical Chinese teaching is to cultivate students' ability to read ancient poems and simple classical Chinese. The teaching goal is not clear, which makes the teaching of classical Chinese divorced from the goal of Chinese literacy, and there is a phenomenon of emphasizing grammar over language sense and rational analysis over extensive reading.

There are disadvantages in teaching practice, and the teaching mode is too rigid. Specifically, it pays too much attention to word-for-word translation and ignores the cultivation of students' self-perception ability. Teachers often ignore students' current level and specific teaching content, but invariably follow the fixed model of "introduction of the author and background of the times-sentence by sentence explanation-text content analysis". In recent years, the excessive dependence on multimedia technology in teaching has caused another misunderstanding in classical Chinese teaching. Before class, teachers put most of their energy into making multimedia courseware. In order to attract students, there are various courseware. As a result, the classroom has become a screening hall, and students can't see the vivid expression of the teacher and hear the wonderful instructions from the teacher, which makes the classroom fall into another kind of "lifelessness".

3. The influence of the characteristics of classical Chinese on teaching.

Classical Chinese itself has the characteristics of language separation, concise writing and difficult understanding of ancient Austria. It is easy for students to have a sense of distance from form to ideological content, and it is easy for students to have a fear of difficulties when facing classical Chinese. The meticulous translation of classical Chinese makes it difficult for students to accept it, and its distorted expression also makes it difficult for students to understand the true and rich expression of ancient people's emotions. Different from modern Chinese, classical Chinese is often used in life, and students can become familiar with its meaning fluently in a short time. Therefore, due to the lack of Chinese knowledge and background knowledge, the lack of language environment and the use of classical Chinese, it is difficult for students to learn classical Chinese.

4. The influence of college entrance examination proposition on classical Chinese teaching.

Under the system of exam-oriented education, college entrance examination Chinese has become the "baton" of Chinese teaching in senior high schools. In order to improve the teaching of classical Chinese, we have to consider the life system of classical Chinese test questions in the college entrance examination. Classical Chinese is an important part of college entrance examination language over the years, with biographies as the main content, which is easy to understand. At first, I thought that this kind of classical Chinese examination questions was acceptable to candidates. However, in recent years, the classical Chinese in college entrance examination has been stereotyped and stylized, and its disadvantages are increasingly exposed.

Second, the strategy of getting out of the predicament.

(A) to improve the professional quality of teachers, highlighting the dominant position of students.

As a person who specializes in Chinese teaching, Chinese teachers should first master rich professional knowledge of Chinese language and literature, and also master certain teaching methods and skills. They should not only teach students "what to learn" but also "how to learn" to fully highlight students' dominant position. For example, when teaching Tao Yuanming's lyric prose "Going to the Poetry", which is a compulsory course in senior high school textbooks, we should not only teach students to understand the style of "Ci" and feel Tao Yuanming's hidden feelings, but also guide students to combine the poems they have learned before, such as "Returning to the Garden" and "Biography of Mr. Wuliu", so that students can summarize Tao Yuanming and his works through "independence, cooperation and exploration"

(2) Teachers guide students to pay attention to reading.

1, orthography, lay a good foundation

To read classical Chinese, we must first read the correct pronunciation. There are a large number of uncommon words, interchangeable words, variant characters and polysemous words in classical Chinese, which have become obstacles for students to read classical Chinese. In the process of reading, students can mark new words that they don't understand or understand with a pen. By looking up the ancient Chinese dictionary or asking the teacher, they can mark the words and read them again and again. In this way, the text can be read out in order, and a lot of new words have been accumulated, which has laid a good foundation for future reading.

2. Strengthen reciting and accumulate famous articles.

Grammatical sentence patterns in classical Chinese, some words have different meanings from now. The content and form conveyed by classical Chinese make it difficult for students to form reciting sensitivity, so it is difficult for students to remember. Many students cram for exams, which takes a lot of time and is easy to forget. There is no real understanding of ancient poetry and prose, and no in-depth emotional experience. Once there is no exam as motivation, students will not study any more, which is the result of rote learning. As we all know, reciting is an effective way to enhance memory and a basic skill to learn Chinese well. However, we should not learn by rote. Only by cultivating the habit of reading repeatedly with emotion, reciting on the basis of understanding and accumulating famous articles can we really and effectively improve the learning level of classical Chinese.

There are many exquisite masterpieces in classical Chinese, both in layout and ideological content. By studying these masterpieces, students can accumulate some language examples and improve their language literacy. We should make students insist on reading these beautiful ancient poems, recite them as much as possible, and make them into materials for writing articles at ordinary times, learn to plan the layout of articles, and choose words carefully to add color to their writing.

3. Cultivate interest and improve aesthetic taste.

The titles in classical Chinese used in Chinese textbooks for senior high schools are masterpieces of famous artists of all ages, either depicting scenery or expressing feelings, or writing characters' narration or lyrical reasoning, which are rich in phonological beauty, natural beauty and humanistic beauty. Teachers should guide students to appreciate and ponder in reading, and apply them to life to improve students' interest. For example, when learning "Youzhou Tower", the teacher can first shape it with emotion, and then he can say to his classmates, "Classmates, it is very interesting to apply classical Chinese to daily life. Imagine the following situation. When you climb to the top of the mountain, we don't say,' Wow, this mountain is so high!' But "where were those lost times before me?" ? Behind me, where are the future generations? ...'。 Does it make us more literate? "Like this, you can stimulate students' interest in learning in joy and laughter. As the interest increases, the students' enthusiasm increases. In the long run, students' enthusiasm for learning classical Chinese is high, and they often read, ponder and apply it to their daily lives, so that their humanistic quality and aesthetic taste will be improved imperceptibly.

Many excellent classical Chinese works, such as the works of pre-Qin philosophers, are full of great wisdom in life, which can cultivate sentiment and enlighten people with thoughts. Compared with the teacher's simple explanation in class, students can go deep into it through reading taste, and truly gain emotional experience, spiritual shock and aesthetic enjoyment.

4, check the learning effect

Reading aloud can not only help students learn and understand the text, but also help teachers check the learning effect of students. Through the students' stress, tone, pause, etc. When reading, it can be detected whether students really understand the text. If students can accurately grasp the pause and stress of sentences, they can understand the charm and emotion. If students just read it dry, don't know where to stop and don't know how to grasp the emotion of the article, then the effect of reading it can be imagined.

(C) flexible design of homework, improve the examination evaluation

1, flexible design work

At present, in Chinese teaching in middle schools, there are usually three designs of classical Chinese homework: recitation and dictation, translation and extracurricular reading. In recitation and dictation, teachers should let students recite articles with emotion, require accuracy, give students a certain independent space, evaluate students according to their specific performance, and reward students with good performance; Dictation topics should be set from the perspective of understanding dictation. For the translation of classical Chinese, teachers should encourage students to translate boldly and teach them the methods of translating classical Chinese. For extracurricular reading, we should be more flexible, and teachers should be able to design and adjust flexibly according to the actual situation of students, the characteristics of classical Chinese, specific teaching objectives and teaching conditions. For example, more open questions are set to encourage students to think and guess boldly, so that students can have a personalized understanding and stimulate their sense of competition by means of relative evaluation. Make students' knowledge and ability, thinking and emotion have made great progress and development.

2. Improve the examination evaluation.

There are two main types of questions for classical Chinese examination in college entrance examination. One is dictation of famous sentences in class; Another type of question is extracurricular classical Chinese reading, which is designed according to the examination syllabus and standards of the college entrance examination. The author thinks that the investigation methods of classical Chinese in college entrance examination can be diversified and the content should be rich and varied. The selection of examination questions should cover inside and outside the class, be close to social life, pay attention to real life, pay attention to the interest of examination questions and pay attention to the absorption and inheritance of traditional culture. [2] This can not only stimulate students' potential Chinese literacy, but also improve students' interest in learning classical Chinese. "At present, the evaluation form of classical Chinese reading quality in middle schools is relatively simple, the evaluation criteria are too utilitarian, and there are certain differences between the evaluation and the goal. To solve these problems, we must base ourselves on the objectives and requirements of classical Chinese teaching in the new curriculum standard, and combine the needs of students' physical and mental development to improve the evaluation system of classical Chinese reading quality. " [3]

(D) Vigorously develop new media resources to assist teaching.

1, optimizing classroom teaching

Proper use of audio-visual media to optimize classroom teaching. In the teaching of classical Chinese, we can properly select some pictures, audio or video related to the text, which can not only create a good classroom atmosphere, but also stimulate students' interest in learning and improve their participation. For example, when learning the text "Pipa Story", the teacher can play a video of playing the pipa, and at the same time, while enjoying the traditional music of China, the students will be brought into the text, and the reverberation will run through the whole classroom. It is not only a kind of enjoyment of beauty, but also a kind of inheritance of culture and art, which can better assist the classroom. However, the classroom should be dominated by teachers' lectures, and the audio-visual media is just a tool, so we can't rely too much on it.

2. Expand extracurricular resources

Vigorously develop extracurricular online learning resources and strengthen extracurricular accumulation. The Internet is closely related to our modern life. For example, through learning network and self-study software, students can make use of the advantages of online media to learn and accumulate more traditional culture and language knowledge in a lively and interesting environment, which complements the classroom teaching in schools. It can not only improve students' interest in learning, but also improve their self-study ability, deepen their understanding and love of China traditional culture, and enhance their enthusiasm for spreading China culture.

refer to

[1] Lin Xiuyan. Chinese Classroom in Green Education Middle School: Theory and Practice of Teaching Process [M]. Beijing Normal University Press.2014.

[2] Zhou Jianqing. Research on the history of college entrance examination in China [M]. Huazhong Normal University Press.2013.

[3] Yang. On the Teaching of Reading in Harmonious Relationship [J]. Modern Chinese, 20 15( 1 1).

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