This tells us that the teaching of ancient poetry and classical Chinese is very different in objectives, means and methods. Especially in ancient poetry, there is a famous saying in the west that "poetry is untranslatable"; In the teaching of classical Chinese, a lot of time should be spent on removing text obstacles, that is, reading, translation and understanding. Both have their own characteristics. 1. The purpose of reading ancient poems First of all, we should know the purpose of reading ancient poems. In my opinion, the purpose of ancient poetry teaching is this. First, the main purpose of learning ancient poetry is accumulation, including accumulation in two aspects. One is the accumulation of language. There are many words in classical Chinese that are still used in our lives. Accumulating these words is helpful to improve the level of Chinese, so we should accumulate language. In addition, we think there should be cultural accumulation. For example, many famous sayings and aphorisms, idiom stories and so on. There are many vivid characters and touching stories in ancient poems, which are useful to improve students' literary and Chinese literacy. Therefore, learning ancient poetry well is of great significance to language accumulation and cultural accumulation. Third, improve the taste of appreciation. There are many excellent essence things in our ancient works. We learned some in primary school and some in junior high school, so that we can accumulate and read constantly, get all kinds of nutrition from these classic works, and improve our appreciation taste constantly. We should strengthen the reading and reciting of ancient poems. First, we should pay attention to reading and reciting. Classical Chinese is to be read. At present, students in classical Chinese classes read very little, and even teachers read very little model essays. Play the recording again and listen to the famous reader. Everyone feels very excited. Next, look at content words, function words and comments. So the taste of classical Chinese is gone. We believe that the first or most important step in classical Chinese teaching is to take students to read, read repeatedly and read well. Practice makes perfect. Second, recite. Masterpieces of classical Chinese and ancient poetry should be memorized, and memorizing them is their own accumulation. If you don't accumulate or memorize, you will forget it after a while. It is time for our students to recite. Memorizing more things at this best age is of great significance to their future development, whether it is for their own personality development, ideological development or work development. Of course, recitation should be based on understanding, feeling and experience, and recitation should be emotional. Now many students recite ancient poems, or recite an ancient poem, just read it once and read it without emotion. This is unacceptable. Ancient poetry should be kept in mind, and it should be read and recited from the heart. At this time, these masterpieces can become your things. If you just memorize it mechanically, you will forget it after a while. Therefore, we should understand when reciting, and recite on the basis of understanding. As for recitation, many people think it is necessary to memorize it by rote. Of course, we advocate that recitation is based on understanding. After a certain feeling and experience, the content of ancient poetry is "alive" in the mind. At this time, reciting is positive and can be remembered. Moreover, when a person has a good memory, that is, from primary school to junior high school, his ability to recite is the strongest, and his ability in this respect will decline in high school. However, on the other hand, a certain amount of rote learning is also appropriate. Why? Because it is not easy for junior high school students to thoroughly understand a classical Chinese from content to form. He can only achieve some of his goals, and the realization of all his goals needs to stay in the future, slowly ruminating and absorbing nutrients like a cow's digestion process. Therefore, we should oppose rote learning, but we should not ask for complete understanding before reciting. This reminds me of the private school education in the past. At that time, many children didn't understand what they were reading and reciting, but the teacher forced you to recite, and if you couldn't recite it, you had to clap your hands. During this period, many people have accumulated many excellent works. When he was in his thirties and forties, these things began to work. Many of our famous artists, including many mathematicians, have come here in this way, and Mr. Su is such a typical example. He said that his literary foundation was laid at that time. When he was seven years old, his father told him to recite Mencius. At that time, he didn't know much about Mencius' theory, but he said it was more important to recite Mencius than to ask a math teacher to teach him math. So, first, let the students recite on the basis of understanding. For example, when reciting poems, one picture after another will appear in your mind. At this time, I feel very happy. If I don't understand something, I have to bite the bullet, which is good for their future development. Third, use it. We should constantly strengthen the accumulation in the application. There is such an example. A student recited a poem every day from kindergarten and once a week after middle school, and recited many poems. The teacher dare not let him speak in class. When he spoke, it was just those poems, and the teacher couldn't judge right or wrong. Of course, there is something wrong with this teacher's practice, but at least it shows a problem, that is, after accumulating more, it becomes its own thing and can be communicated. There is also a student who wrote a weekly diary in parallel prose when he was in the first grade. The teacher didn't believe it at that time. Say you copied it. Walking to the blackboard, Tang wrote a parallel prose, which was well written. Now children's understanding of problems and attitudes towards life are much better than their peers. 3. Set the difficulty of classical Chinese as "Yi". When reading classical Chinese, we should pay attention to its difficulty. Curriculum standards stipulate simple and understandable classical Chinese. How to understand "Yi Yi"? First, there are few obstacles to writing, so students can basically understand it, and those who don't understand it can also understand it with the help of reference books. Second, the space is relatively short and the structure is not so complicated, so students can read it within the specified time. Third, there are few allusions, so students don't need to use a lot of rich cultural accumulation to understand these articles. Of course, there must be appropriate allusions for students to accumulate, but there must be a gradual process. Fourth, the content is easy for students to understand. Now those ancient poems selected in junior high school textbooks are relatively easy. 4. Handle the relationship between "Wen" and "Yan" in teaching, especially in classical Chinese teaching, we should handle the relationship between "Wen" and "Yan". To teach a classical Chinese, we should first read it as an article, understand the content of this article, write a story, describe several characters and tell a truth. In the process of reading, students may encounter writing obstacles, such as true words, function words and sentence patterns. At this time, teachers can help students solve these obstacles, and the purpose of solving obstacles is to read this article well. Now our teaching is the reverse, putting the cart before the horse: when teaching classical Chinese, the first thing that comes to mind is how many substantive words and how many function words to solve, then the sentence patterns and which sentences to translate. Of course, the understanding of the content should pay attention to a degree. For example, Peach Blossom Garden depicts an equal and peaceful society, which is enough. "Three Gorges" describes the beautiful scenery of the Three Gorges of the Yangtze River at four o'clock, while "Ailian" praises the noble character like a lotus gentleman. These are the so-called "texts", so don't teach them any more, and don't delve into them. A teacher who taught Cao Gui debate asked his students a question: What does Cao Gui think is the prerequisite for winning the war? Students can still answer this question. He asked another question: what do you think are the basic factors to win modern wars? This second question is obviously divorced from the students' reality, from their life and knowledge level. The so-called "speech" is the basic knowledge of classical Chinese. Reading an article does not mean that we should not solve the basic knowledge of classical Chinese. Basic knowledge is still important. We should talk about content words, polysemy words, function words and translation, but we should not talk about content words for the sake of content words and translation for the sake of translation, but let students solve these problems in the process of reading. Let the students understand in the process of speaking, using and reading, and then they will understand when they meet in the second article. In this way, this knowledge will be consolidated in the process of reading and become their things. In the process of reading, the sense of language comes out, and students love to read classical Chinese. Why don't students like reading classical Chinese nowadays? The problem lies in the teacher's guidance. When you say real words and function words, students get scared, and they don't want to read when they are afraid. At present, the teaching of classical Chinese in junior middle schools generally tends to emphasize words over words, instead of treating classical Chinese as an article, it is translated directly. We can see that some students remember very little about their textbooks and other texts, only the notes in classical Chinese are remembered in dense numbers, and the teacher's explanations and translations are written on them, so they are used to coping with the exam. The curriculum standard requires that the knowledge of classical Chinese should be properly sorted out within a certain period of time. When learning a text, learning content words, function words and sentence patterns is to solve the obstacles of reading, but in a certain period of time, such as one year or even before the end of junior high school, teachers can help students sort out these classical Chinese knowledge and find out some regular things. This is not only to sort out, consolidate and improve the classical Chinese knowledge of the three-year classical Chinese study, but also to prepare for the senior high school entrance examination. We are opposed to knowledge for the sake of knowledge, but at a certain time, we can arrange it properly so that students can master certain laws. This classification is an induction, not a deduction. It is necessary to wait until students have mastered a certain number of content words, function words and sentence patterns before induction, so that students can make clear the content words, function words and sentence patterns. Such induction is beneficial to students' study. Now many teachers are deductive, reading from principles and laws. Another way is that the teacher has compiled a lot of language exercises in classical Chinese, one line of real words, one line of function words and one line of sentence patterns. It is very difficult to cultivate a sense of language without carefully guiding students to read articles, or without carefully teaching articles in class, or without carefully teaching articles in class, but without guiding students to find some relatively simple classical Chinese reading after class. Instead of reading the article, students are only asked to do exercises, and some even completely imitate the questions in the college entrance examination. This is putting the cart before the horse. It takes a lot of time to do this, but it will turn your stomach. They feel that classical Chinese is boring, and it is impossible to accumulate a sense of classical Chinese, let alone cultural accumulation.