2. Review the last lesson. 3. Show the teaching objectives and let students know the key points and difficulties of the article.
4. Check the students' preview. The contents of the students' preview book include: new words, pinyin, definitions, the central content of the article, classical Chinese translation, after-school exercises, etc. 5. The teacher introduces the author of the work and the writing background of the article. 6. After the teacher demonstrates reading (or recording demonstration reading), ask several students to read aloud, correct pronunciation and guide reading methods, and then read the text in chorus (at least twice).
7. The teacher shows the small blackboard and asks several students to explain the key words and translate the key sentences. The teacher asked the students to translate classical Chinese into modern Chinese sentence by sentence.
9. The teacher gives the students some questions to think and discuss, so that they can finish them in class. 10. On the basis of teachers and students' clear thinking and discussion, teachers analyze the content and theme of the text.
1 1. Let the students solve the problems they don't understand by themselves, and the teacher and the students can solve them together. 12. Teachers and students finish exercises after class.
13. Connect the content of this lesson with the reality of social life and talk about your own feelings. (or write a short composition in class) 14. The teacher summed up the content of this lesson.
15. Task. Dong comes from Shizhai Middle School in Dongshan County, Fujian Province.
2. How to teach ancient Chinese in junior high school? I am a college student. I am good at learning classical Chinese in middle school, and I like classical Chinese very much. Therefore, students in my class often choose to ask me instead of the teacher if they have questions. At that time, I also wanted to be a Chinese teacher, so I especially thought about these problems. Speaking of translation, I think if students want to learn to translate ancient Chinese, they must start with the basic grammar of modern Chinese. Because I find that many students don't even know what the subject-predicate-object complement is when they ask translation questions, it is even more unknown so when they encounter special sentence patterns such as inverted sentences in classical Chinese translation, which is often a major reason why students can't translate classical Chinese well.
Speaking ancient Chinese also needs emotion, and it can't be simply done as a mechanical task of teaching. I remember hearing that an old professor could shed tears when he was talking about The Chronicle of the Ridge. How can the students here not be infected, and how can they not feel the charm of ancient Chinese? In addition, for articles with boring content, you can tell some relevant background stories appropriately to attract students' interest and help them understand the content of the article.
In addition, teachers always follow their own teaching plans when giving lectures, but the actual understanding level of students is often unclear, and even the understanding ability of students in the same class is uneven. At this time, you should communicate with your classmates more and understand the actual situation to improve your teaching methods. You should be younger. I believe you are more accessible to students. I wish you success!
3. How to teach classical Chinese well is an important part of middle school Chinese class, and it is an important task of middle school Chinese teaching to cultivate students' reading and analyzing ability of classical Chinese.
It is of great and far-reaching significance to improve students' ability to master ancient Chinese, especially to inherit China's excellent cultural traditions. Primary school students lack the necessary basic education of classical Chinese because they have not been exposed to classical Chinese.
After entering middle school, students are prone to study hard, feel uninterested, and even resist classical Chinese. Therefore, it is particularly important for junior high school students to learn classical Chinese well.
Combined with my years of practical experience, I think that classical Chinese teaching in junior and middle schools must guide students to learn and master better from two aspects: cultivating interest and learning methods. First, cultivating students' interest in learning classical Chinese is a basic interest and a prerequisite for success. Classical Chinese teaching can start with optimizing recitation and cultivating students' interest.
The development of China's ancient literature originated from poetry, which is known as the tradition of integrating poetry, music and dance. In ancient times, poems written by people were often accompanied by music and dance performances besides reading aloud.
Classical Chinese is developed on the basis of this expressive poem, which has the beauty of antithesis, parallelism, exposition and exaggeration, and pays attention to a certain sense of rhythm and rhythm. For example, the phrase "spring fragrance but wine fragrance" in Ouyang Xiu's Zuiweng Pavilion is actually "spring fragrance and wine fragrance", but in order to take care of the harmony with the previous sentence "brewing spring for wine" in rhythm, the wrong rhetoric was used to adjust "spring fragrance and wine fragrance" to "spring fragrance and wine fragrance".
It is more common to adjust the word order for the sake of rhythmic beauty in other poems, words and essays, so I won't go into details here. Therefore, optimizing reading aloud is particularly necessary for classical Chinese.
This requires us to guide students to read well, with a sense of rhythm, with beautiful rhymes, with cadence, high and low, relaxed and harmonious, which will naturally cultivate their interest and enthusiasm in learning classical Chinese. On the other hand, if we don't establish an optimized reading concept in classical Chinese teaching, we should give students necessary guidance in classical Chinese reading to stop reading, which will not only make students feel embarrassed and tired, but also hinder them from further understanding the meaning of the text.
Of course, it is not enough to read aloud, but also to let students understand the profound connotation of classical Chinese, which has a long history and is the quintessence of the country, thus generating strong and long-term interest. In addition to the integration of poetry, music and dance mentioned above, the ancient traditional culture is characterized by the integration of literature, history and philosophy.
In classical Chinese, besides literary knowledge, there are many cultural knowledge such as history and philosophy, and its knowledge content is much richer and wider than that of pure modern Chinese. For example, Sima Qian's Historical Records is not only a literary work, but also contains philosophical thoughts such as historical materialism and dialectical hero view, and even natural science knowledge such as astronomy and calendar. It's really all-encompassing, and so on! This requires us to explore and expand the content of classical Chinese appropriately, and inspire students to study the profound ancient civilization through the window of classical Chinese, and to decipher and appreciate the life, thoughts and spiritual outlook of the ancients.
Driven by this research spirit, students will naturally have a strong interest in classical Chinese, and every new discovery in the research will make them excited and enjoy it. Second, guide students to master the learning methods of learning classical Chinese. Good learning methods can achieve twice the result with half the effort.
So what specific methods do students need to master when learning classical Chinese? First of all, we should develop the habit of thinking in single words and accumulate vocabulary in classical Chinese. Because the words used in classical Chinese are simple, we generally use single words as words, so we should develop the habit of thinking with single words and generally regard a word as a word.
Otherwise, it is easy to make mistakes that you take for granted. For example, there is a saying in Tao Yuanming's Peach Blossom Spring that "the grass is delicious". If we understand "fragrant grass" and "delicious" as one word according to the thinking habits of modern China people, then the whole sentence is not easy to understand: how can fragrant grass be delicious? Who will casually put grass in the import to taste? It turns out that "fragrant grass" and "delicious" are two words here: Fang is a flower; Grass or grass; Fresh, bright, beautiful, beautiful.
Therefore, it is appropriate to understand the whole sentence as "flowers and plants are bright and beautiful". It can be seen that it is not feasible for us to learn classical Chinese with some thinking habits of modern Chinese.
This is bound to require us to spend some time to remember the meaning and usage of function words in classical Chinese, accumulate a large number of classical Chinese vocabulary, accumulate more vocabulary, and naturally understand and master classical Chinese will be handy and relaxed. This is just like students should memorize more foreign words and prepare enough materials to build a house. The reason is the same.
Secondly, we should understand the special grammatical phenomena in classical Chinese, which is the key to further study classical Chinese. The common special grammatical phenomena in classical Chinese mainly include flexible use of words, omission and inversion of sentences, intertextuality errors and so on. If these phenomena are not clearly understood, we will be puzzled by the special usage of some classical Chinese words and special classical Chinese sentence patterns.
For example, the phenomenon of prepositional object: "it is impossible for people to make promises." (Chen Shou's Biography of the Three Kingdoms and Zhuge Liang) The normal word order should be "It is impossible for people to make promises."
Such as passive sentence phenomenon: "Heaven will catch frogs, whip dozens, and drive them away from the hospital" (Child's Play). Such examples abound, so I won't repeat them here.
Finally, the translation of classical Chinese should be flexible and free, not rigid. Now that you have mastered the meaning, usage and sentence structure of words in classical Chinese, you don't have to copy the materials or recite the teacher's explanation for the translation of the whole sentence. You can organize your language flexibly, and you need literal translation. If you are not good, you can solve it by free translation.
As for the relevant information or the teacher's explanation, it is only a reference, not the only standard. Only by training flexible translation in this way can we effectively exercise our thinking, improve our language organization ability and make classical Chinese learning more handy.
In a word, classical Chinese is an indispensable part of the whole middle school Chinese textbook, and students' classical Chinese ability will directly affect the further improvement of their Chinese ability.
4. How to teach classical Chinese in junior high school? In the teaching of classical Chinese, the general teaching procedure I adopt is: 1. Conduct listening and speaking training three minutes before class.
2. Review the last lesson. 3. Show the teaching objectives and let students know the key points and difficulties of the article.
4. Check the students' preview. The contents of the students' preview book include: new words, pinyin, definitions, the central content of the article, classical Chinese translation, after-school exercises, etc. 5. The teacher introduces the author of the work and the writing background of the article. 6. After the teacher demonstrates reading (or recording demonstration reading), ask several students to read aloud, correct pronunciation and guide reading methods, and then read the text in chorus (at least twice).
7. The teacher shows the small blackboard and asks several students to explain the key words and translate the key sentences. The teacher asked the students to translate classical Chinese into modern Chinese sentence by sentence.
9. The teacher gives the students some questions to think and discuss, so that they can finish them in class. 10. On the basis of teachers and students' clear thinking and discussion, teachers analyze the content and theme of the text.
1 1. Let the students solve the problems they don't understand by themselves, and the teacher and the students can solve them together. 12. Teachers and students finish exercises after class.
13. Connect the content of this lesson with the reality of social life and talk about your own feelings. (or write a short composition in class) 14. The teacher summed up the content of this lesson.
15. Task. Dong comes from Shizhai Middle School in Dongshan County, Fujian Province.
5. How to teach classical Chinese well in junior high school is an extremely important part of Chinese teaching in junior high school. The study of classical Chinese is helpful for students to understand the rich and splendid culture of ancient China, and to educate students on patriotism, national pride and noble moral sentiments. How can Chinese teachers teach classical Chinese well?
First, teachers should have a solid foundation in ancient Chinese.
Compared with modern Chinese, ancient Chinese has both inheritance and development. Especially in terms of development, such as pronunciation, vocabulary, grammar, writing and so on, there are obvious differences between ancient and modern times. Therefore, as a Chinese teacher, we should first read a lot of excellent classical Chinese works, and also systematically master some knowledge of pronunciation, vocabulary, grammar and writing of ancient Chinese, so as to master the teaching materials well and tell the students the contents of the teaching materials well.
Second, cultivate students' interest in learning classical Chinese.
Interest is the best teacher. To teach classical Chinese well, the most important thing is to make students interested in classical Chinese. Stimulate their enthusiasm for reading the original text, so that students can feel the beauty of classical Chinese in continuous learning and receive good moral education in a subtle way. Turn learning classical Chinese into students' active and conscious desire for action.
Third, grasp several important links in the process of classical Chinese teaching.
1, classical Chinese preview
Every classical Chinese in the text is annotated. When reading classical Chinese, we should know the source of the text, writing background, cultural common sense and the author's experience related to the text with the help of annotations. To guide students to learn classical Chinese, we must form the habit of using reference books. Using reference books is particularly important for learning classical Chinese. For example, students may not understand "time" without looking for reference books. Students can also refer to some classical Chinese translation books as materials to review and consolidate their knowledge, but don't rely too much on some classical Chinese translation books.
2, the interpretation of classical Chinese
Teachers should avoid the traditional teaching method of stringing full texts, trust students, and let students translate first on the basis of preview. Teachers only make some difficult explanations. The first step is to let students read the text repeatedly and cultivate their sense of language in reading. Step two, students try to translate. Students can try to translate different paragraphs. The third step, the teacher dredges the literal meaning, which has different pronunciations and meanings in some common classical Chinese notional words and function words; Common words; Flexible use of parts of speech; Special sentence patterns, etc., to help students summarize, compare and summarize. The fourth step, after reading through and being familiar with the full text, perceive the characters and themes of the text. Teachers should encourage students to express their opinions and express their views freely.
3. The expansion of classical Chinese reading.
Teachers should encourage students to read a lot of classical Chinese works, not asking them how much they can read, but asking them to read widely, so as to improve students' classical Chinese reading ability in a subtle way. During the holidays, arrange students to read China's classical works that they are interested in, such as Water Margin, Romance of the Three Kingdoms, The Journey to the West, Mencius and Strange Tales from a Lonely Studio. And make some reading notes and write some experiences to improve students' ability to analyze and appreciate classical Chinese.
The times are developing and education is innovating. Only by constantly updating educational concepts and exploring innovative teaching methods and models can teachers achieve results in teaching, and so can classical Chinese teaching.
Welcome to adopt, I hope it will help you.
6. How to teach classical Chinese well in junior high school is an extremely important part of Chinese teaching in junior high school.
The study of classical Chinese is helpful for students to understand the rich and splendid culture of ancient China, and to educate students on patriotism, national pride and noble moral sentiments. How can Chinese teachers teach classical Chinese well? First, teachers should have a solid foundation in ancient Chinese.
Compared with modern Chinese, ancient Chinese has both inheritance and development. Especially in terms of development, such as pronunciation, vocabulary, grammar, writing and so on, there are obvious differences between ancient and modern times.
Therefore, as a Chinese teacher, we should first read a lot of excellent classical Chinese works, and also systematically master some knowledge of pronunciation, vocabulary, grammar and writing of ancient Chinese, so as to master the teaching materials well and tell the students the contents of the teaching materials well. Second, cultivate students' interest in learning classical Chinese.
Interest is the best teacher. To teach classical Chinese well, the most important thing is to make students interested in classical Chinese.
Stimulate their enthusiasm for reading the original text, so that students can feel the beauty of classical Chinese in continuous learning and receive good moral education in a subtle way. Turn learning classical Chinese into students' active and conscious desire for action.
Third, grasp several important links in the process of classical Chinese teaching. 1. Every classical Chinese in the preview text has notes. When reading classical Chinese, we should know the source, writing background, cultural knowledge and author's experience related to the text with the help of annotations.
To guide students to learn classical Chinese, we must form the habit of using reference books. Using reference books is particularly important for learning classical Chinese.
For example, students may not understand "time" without looking for reference books. Students can also refer to some classical Chinese translation books as materials to review and consolidate their knowledge, but don't rely too much on some classical Chinese translation books.
2. Teachers should try to avoid the traditional full-text teaching method, trust students and let them translate on the basis of preview. Teachers only do some difficult explanations. The first step is to let students read the text repeatedly and cultivate their sense of language in reading.
Step two, students try to translate. Students can try to translate different paragraphs.
The third step, the teacher dredges the literal meaning, which has different pronunciations and meanings in some common classical Chinese notional words and function words; Common words; Flexible use of parts of speech; Special sentence patterns, etc., to help students summarize, compare and summarize. The fourth step, after reading through and being familiar with the full text, perceive the characters and themes of the text.
Teachers should encourage students to express their opinions and express their views freely. 3, the expansion of classical Chinese reading teachers should encourage students to read a lot of classical Chinese works, not asking how much they can read, but asking for extensive reading. In extensive reading, students' classical Chinese reading ability is subtly improved.
During the holidays, students are arranged to read China's classical works that they are interested in, such as Water Margin, Romance of the Three Kingdoms, The Journey to the West, Mencius and Strange Tales from a Lonely Studio. And make some reading notes and write some experiences to improve students' ability to analyze and appreciate classical Chinese. The times are developing and education is innovating.
Only by constantly updating educational concepts and exploring innovative teaching methods and models can teachers achieve results in teaching, and so can classical Chinese teaching. Welcome to adopt, I hope it will help you.