The so-called "text" refers to the humanistic factors such as thoughts, feelings and cultural connotations contained in words and sentences; The so-called "speech" refers to the meaning or function of words and expressions. Zhang Zhigong, an educator in China, said, "The so-called reading means that teachers take students in and students out". The same is true for reading classical Chinese. Such a process of going in and out is reflected in the teaching of classical Chinese. As a bridge, words ultimately serve the text. In our usual teaching, we should broaden students' cultural horizons and improve their cultural taste. Chinese learning is not only the accumulation of knowledge and ability, but also the accumulation of "culture". In the 2009 college entrance examination, a candidate in Hubei got full marks for "Standing at the Gate of Huanghuagang Cemetery" written in classical Chinese. As a middle school student, he can boldly choose classical Chinese writing in the examination room and use it more maturely, which shows that the candidate has read a lot of books and has a solid foundation in classical literature. This article is a tribute to revolutionary martyrs and heroism. It also reflects the candidates' unique ideological sentiments and certain humanistic qualities. The results of candidates depend not only on the accumulation of classical Chinese knowledge, but also on the edification of classical culture and humanistic spirit. How to make this successful case a common phenomenon and how to make most students write beautiful classical Chinese compositions? As a teacher who has worked in the front line of teaching for many years, I have many feelings about this: 1, the helplessness of emphasizing "words" over "words"

Under the influence of the baton of college entrance examination, classical Chinese teaching in senior high schools is very common. Classical Chinese reading in college entrance examination pays more attention to the detection of classical Chinese knowledge, which weakens the investigation of humanistic spirit and ideological and cultural aspects of the article. If we change the examination form of the college entrance examination, it is assumed that a small composition is required to be written in classical Chinese before the big composition, or the reading questions in classical Chinese pay more attention to the investigation of humanistic thoughts. Classical Chinese teaching in our senior high school would not be so passive. The college entrance examination method remains unchanged. Under the pressure of grades, it is difficult for teachers to make great changes in their usual guiding ideology and teaching methods. Based on the reality, we can't expect the examination method of classical Chinese in the college entrance examination to change greatly in a short time, but starting from the long-term development of students and the great goal of improving students' Chinese literacy, we must change the status quo of emphasizing words over writing. Although the single boring teaching method of classical Chinese has short-term effect, it will kill students' interest in learning classical Chinese in the long run, make them lose their ability to appreciate the beauty of articles, and then lose the accumulation of humanistic quality. 2. "Wen" and "Yan" are a pair of contradictions and an inseparable whole.

Without words, the article can't be understood. Without "words", words become fragmented. However, in the limited classroom time, it is difficult to give consideration to both "text" and "text". Talking only about word sentence patterns will make the class boring and make students feel bored. Just talking about the connotation, thoughts and feelings of the article is too retreat, and students seem to have learned nothing. Don't treat word sentence patterns as a way to speak. The teacher is afraid of missing a word, and the students are afraid of missing a word. This kind of teaching method, which is caught in trivial details and haggles over every ounce, splits the overall beauty of the article itself and turns the grammar lesson of ancient Chinese into the grammar lesson of ancient Chinese. 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. This requires that our classical Chinese teaching must be based on "words"

Many people can't learn English well because they don't understand that learning a language and mastering a large number of words can't be equated. The most important thing to master a foreign language is to master its sense of language and way of thinking. If you learn English with China people's grammatical norms and ways of thinking, you will always become more and more confused, and it is the same reason that middle school students can't learn classical Chinese. Therefore, explaining the meaning of words and analyzing sentence structure have never been the key to reading classical Chinese. To understand, the most important thing is to connect the information provided by each sentence, enter the reader's thinking track, and deduce the unknown from the known, and "guessing" and "inferring" are the most important abilities to read classical Chinese.

In this regard, in teaching practice, I made the following attempts: 1, talk about something.

Not all classical Chinese knowledge should be spoken, because students don't know all classical Chinese words in a text, and some words can be solved by referring to notes. And students also have a process of accumulating knowledge of classical Chinese. Many classical Chinese words are inherited, and the same word has appeared before, which can guide students to summarize and sort it out through memory. Only a few words that students really need the teacher to explain can be mastered and can only be said. This requires teachers to fully grasp the learning situation.

Temporarily retaining some language barriers sometimes does not hinder the understanding of the main idea of the article. Sometimes it is also a manifestation of ability. Zhuge Liang's reading does not require a good understanding, but it is wise to just read the general idea. Sometimes, focusing on specific words will hinder the overall understanding of the article. You don't have to follow a pattern, first remove language barriers and then analyze the content of the article, but you can also use it in reverse. Through the overall grasp of the article, combined with the relationship between the upper and lower sentences, we have an overall perception of the full text, arouse students' interest, and then solve the word problems one by one. If you start translating sentences paragraph by paragraph from the beginning, students will get tired of listening to the same old stories. 3. Treat classical Chinese specifically.

For classical Chinese with a large knowledge and difficult sentences, we should focus on dredging the meaning, while for simple classical Chinese, we should focus on appreciating the humanistic spirit and ideological content. Different classical Chinese have different characteristics, different requirements for writing and speaking, and different teaching focuses.

Some classical Chinese works are full of emotion, such as Chen Qingbiao and Ode to Twelve Lang, which are sincere and full of emotion. Students should be guided to feel the author's sincere feelings of loyalty, filial piety and righteousness, and blood is thicker than water. Starting from the emotion of the article, students can be caught at once, which will touch their emotions and stimulate their interest in learning the article. Then students' enthusiasm and initiative in learning classical Chinese will be greatly improved.

Some classical Chinese works are very literary, so we should focus on appreciating the author's beautiful literary talent and feeling the author's sincere feelings in teaching. For example, preface to Wang Teng-ting is rich in rhetoric, emotion and literary talent. The works reflect the broad mind, positive life consciousness, pursuit of success and active participation in China's entry into WTO. Students should be guided to transfer knowledge, get in touch with contemporary poets and similar works and experience the so-called "knowledge transfer".

Some classical works of China, such as Laozi, Zhuangzi, The Analects of Confucius and Mencius, have far-reaching cultural significance. If we abandon the profound thoughts of Confucius and Mencius and ignore the lofty feelings of Laozi and Zhuangzi in teaching, such articles will become dull. In teaching, we can stimulate students' desire to think and explore from a cultural perspective, and then help students solve application problems.

Another example is Teacher Qin by Candle Fire, Biography of Lian Po and Lin Xiangru, Biography of Su Wu. The characterization is vivid, so students should be guided to analyze characterization and learn the methods of characterization in combination with writing teaching. The Hongmen Banquet and Jing Ke's Assassination of the King of Qin are vivid, ups and downs and thrilling. We can guide them by combining the contents of related novels.

Reading aloud is to cultivate a sense of language. A sense of language is very important. The ancients read predecessors' works, Zhu read The Analects of Confucius, and Su Dongpo read Historical Records. They could still understand the profound meaning of the article without relying on reference books. However, our students still can't understand the article well under the word-for-word explanation of the teacher. Why? Because classical Chinese is a written language without oral support, our students have no language environment of ancient Chinese, no oral support and lack of language sense. Reading can help students develop a sense of language, form a thinking mode of ancient Chinese, and then understand the article.

Reading should pay attention to the overall grasp. You are emotional because of your voice, and your meaning is clear because of your emotions. The meaning of the article is gradually clear in reading, and the distance between ancient and modern time and space is gradually narrowing. Through reading, students can listen to the cordial teachings of the ancients, communicate with them spiritually, and even feel the meaning of the article and the temperament of the author while shaking their heads. Without reading, the emotion of the article is incomprehensible. Reading is an important reading practice for students, which can be explained and analyzed by any teacher. Can not replace the students' own experience and feelings about the text. Emotions are not spoken by teachers, but tasted by students in reading. Reading and reciting are all emotional, and ancient and modern articles are no exception.

In the teaching of classical Chinese, we should attach importance to reading aloud. First, we should make full use of various forms of reading, such as teacher's demonstration reading, students' synchronous reading, silent reading and role-based reading. Second, we should read aloud throughout the teaching, so that students can understand the article through reading, thinking, dispelling doubts and rereading. Reading is the starting point and the end point of learning, and the beginning of thinking depends on reading to start and understand the results.

In a word, the relationship between literature and writing is an eternal proposition in classical Chinese teaching. If we straighten out the relationship between them, our classical Chinese teaching will have a big leap.