2. 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.
3. How to guide junior high school students to do classical Chinese reading analysis? First of all, we need to realize that what we call ancient Chinese, like our current Mandarin, is just words in the daily conversation of ancient people.
Therefore, it is not difficult to learn ancient Chinese well, but it is difficult to have literary talent. Combined with my own experience, if the foundation of ancient Chinese is relatively weak, I suggest learning according to the following steps: 1, read aloud Li Weng's San Zi Jing, Qian Zi Wen, Rhyme and Daoism, Duiyun and Shijing, and be able to recite them fluently (three-character and four-character short sentences are all melodious, catchy and can be combined.
3. Sanyan Erpai, Historical Records, Warring States Policy and Zi Tongzhi Jian have better written versions. The above are mainly historical books and literary novels, which are easy to understand and interesting, but also have high literariness and readability. 4. Shi Shuo Xin Yu, Yan Jia Xun, Xiao Chuang, Six Chapters of a Floating Life, Nightmare Shadow, Caigen Tan, Dongpo Laughing Forest, Laughing Forest Guang Ji, Zeng Guofan's Family, An Introduction to China's Ancient Literature, Miscellaneous Notes on Classics and History, China Ancient Literature Classics, Tongcheng School Anthology and Eight Masters Anthology of Tang and Song Dynasties.
In my opinion, the three more important stages in China's history of civilization and literature are the pre-Qin, Tang and Song Dynasties and the turn of Ming and Qing Dynasties. The above eleven books occupy a very important position in these three stages, which can be said to have their own advantages.
Guan Zhi of Ancient Chinese Literature, Miscellaneous Notes on Classics and History, and Biography of Ancient Chinese Kindness are all masterpieces of ancient and modern masters, but each has its own merits. The concept of ancient prose is relatively basic, while the latter two are more difficult. The other eight books have their own merits. Mencius has incisive reasoning, fluent writing and vivid language. "Zhuangzi" uses fables to describe Wang Yang's arbitrariness and vividness; Xunzi is good at reasoning, full of arguments, profound thoughts and meticulous logic; "Han Feizi" uses fables and historical materials to demonstrate in a simple way, and sees the same philosophy; Tongcheng school anthology and the anthology of eight masters in Tang and Song Dynasties belong to the category of anthology. The records of Luoyang and Zhu are quite miscellaneous, and both geographical customs and mountain customs are involved, which is very literary. Only by learning from many aspects and confirming each other can the overall view be formed.
As far as learning methods are concerned, learning a language is four magic weapons: listening, speaking, reading and writing. For ancient Chinese, the most important thing is reading and reciting.
I suggest you recite more classic articles of ancient Chinese, and then read the theme. Gradually, you can find that feeling, that is, you can touch the laws and feelings of ancient people using language, or a sense of language. If you find a sense of language and deal with daily problems, the problem should not be big.
In addition, when learning ancient Chinese, you need to prepare a reference book, just one. This is the Dictionary of Ancient Chinese edited by Wang Li.
8. It should be noted that "China's View on Ancient Literature" is only one of "Selected Works of China Ancient Literature", which is representative to some extent. However, China's traditional culture is extensive and profound, so we need to dabble in it more, so as to broaden our horizons and reach the state of "being in the highest state and not afraid of floating clouds to cover our eyes". 9. Finally, if you are not interested in classical Chinese and just focus on doing exercises, then my suggestion is to clarify the meaning and usage of some common words in the textbook, such as nominal words and some special sentence patterns, such as prepositions of true predicates. Some classic paragraphs should be memorized skillfully. If you want to get a higher score in the ancient Chinese part of the exam, I suggest reading Historical Records and Zi Tong Zhi Jian, two ancient Chinese books.
In the daily examination, the topic is often to choose someone's deeds, and then contact the knowledge of ancient Chinese to investigate. The so-called ever-changing cannot be separated from it. Two books, one biographical and the other chronological, are very representative. Most of the essays in the exam also choose similar articles for investigation.
4. How to improve the effectiveness of classical Chinese teaching in junior middle schools;
1. Paper: On how to improve the effectiveness of classical Chinese teaching in junior high schools.
2. Author: Dong
3. Abstract: < < junior high school Chinese new curriculum standards > > stipulates that junior high school Chinese teaching should enable students to have the ability to read independently and learn to use a variety of reading methods. Can read simple classical Chinese with the help of reference books. Therefore, in junior high school Chinese teaching, in order to improve the effectiveness of classical Chinese classroom teaching, teachers should guide students to fully preview before class and improve their interest in learning classical Chinese; We should pay attention to the active guidance of classroom teaching, reflect students' initiative in learning, and arrange appropriate after-class exercises to review the old and learn new things.
4. Release source: middle school, 2014 (14):1-14.
5. Talking about how to master the problem-solving ability of classical Chinese in junior high school Abstract: Classical Chinese is the language of our ancestors' communication. It has a far-reaching history and contains 5,000 years of culture in China, as well as rich cultural essences such as literature, philosophy, medicine, Buddhism and Taoism. It is a unique cultural form in China and the foundation of China language.
Learning classical Chinese is of great significance. Personally, I think it is helpful to know, understand and cultivate. For the whole society, it is also a priceless treasure with strong research value. "I don't know if there are Qin, Han, Wei and Jin Dynasties", don't forget your own roots, let alone China's roots.
As China people, we should know something about the national characteristics of China, learn and be familiar with it, and pass it on so that it can continue to nurture future generations. Keywords: junior high school; Classical Chinese; Guide; Every Chinese textbook from primary school to junior high school has classical Chinese, especially junior high school. The importance of classical Chinese can be seen from the separate topic.
Classical Chinese in junior high school is much more difficult than that in primary school. It is no longer a simple text and essay, but an article with complex sentences and various contents. Therefore, many students are afraid to learn classical Chinese, which is very helpless. When they meet the questions of classical Chinese, they are just like headless flies, filling in and writing casually, and the words are not satisfactory, and they can't reach their learning goals, thus missing a bargaining chip for getting better results in the senior high school entrance examination.
Faced with such a situation, how should teachers guide students to learn classical Chinese, so that students can truly understand classical Chinese and achieve the purpose of applying what they have learned? The following author will talk about his own views: First, the quotation is from easy to difficult. Because of the great difference between classical Chinese and vernacular Chinese, it is often difficult for students to learn. A word in classical Chinese is often rich in multiple meanings. Then, learn classical Chinese from easy to difficult.
Teachers should introduce simple classical Chinese at the beginning, so that students can learn it easily, be interested in classical Chinese and like to explore and study classical Chinese knowledge. Students learn classical Chinese well, from easy to difficult, from shallow to deep, step by step.
Only by teaching step by step can teachers lay a solid foundation for students and reflect the significance of teaching. In this way, not only teachers' teaching is easier, but also students' learning is more handy.
Second, students are required to recite the text, read it repeatedly and recite the classic classical Chinese. As the saying goes, if you read a book a hundred times, its meaning will show itself.
Reading more books can cultivate a sense of language and achieve the purpose of reading other ancient works skillfully. In addition, classical Chinese pays great attention to the inner rhythm and rhythm, and repeated reading can fully appreciate the musical beauty of the article and improve the interest in learning.
If we can recite the classic classical Chinese, then students will have a lot of sentence patterns and vocabulary in their minds, so that they can understand the classical Chinese, understand its true meaning and understand what the author wants to express, thus having the basic ability to learn classical Chinese. Only when you have the ability can you interpret other classical Chinese and use it freely in the exam.
It can be seen that reciting classical Chinese plays an important role in learning classical Chinese well. Third, guide students to master the rules of words 1. The ancient and modern meaning of words focuses on mastering the changes of ancient and modern meaning, some of which have been expanded, some have been reduced and some have been transferred.
For example, in the sentence "man-made disaster, thousands of people hunger strike", the meaning of "hunger strike" is completely different from today's "hunger strike" This is the evolution of word meaning.
2. Polysemy in classical Chinese is very common. A word often has several meanings, and many have more than a dozen meanings. When you study, you should always sum up and deepen. The classified query of periodical articles should be made "open" in the periodical database, such as the word "Fa" in Wild Fragrance (Zuiweng Pavilion); "Lighting" in "Going to the North Army for more than 20 miles and getting angry at the same time" ("Battle of Red Cliffs"); "Dispatch" in the "independence faction", sending more people, carrying more resources and supporting the monarch "("Battle of Red Cliffs "); "Open" in "Send a picture, see the dagger in the picture" ("Jing Ke stabbed the king of Qin"); In "Great castration also fears righteousness, and it is difficult to break out of the unusual plan" ("Five Tomb Monuments"); In the book "900 people who suddenly decided to defend Yuyang" ("Chen She family"), he made a "recruiting".
These are all seen in class. Usually, more and more meanings of content words in the context are accumulated and mastered, and the ability of analogy will be formed, and the reading ability will naturally improve. 3. A common word refers to a common word that should be used, but it is replaced by a B word that has nothing to do with its meaning but has the same or similar pronunciation. The word b is a general term for a word.
For example, in Sean's A Passage to Xiang Bo (The Hongmen Banquet), "Yao" is a common word, and its original word is "invitation". In addition, some ancient and modern characters have also been included in the scope of textbooks. This is because some ancient words have more meanings, and later a new word was created on the basis of the original word to share one of its meanings. The original word is called the ancient word, and the later word is called the present word.
Such as "mo" and "dusk": "mo" is an ancient word and "dusk" is a modern word. In a sense, the interchangeable characters have nothing to do with the original characters, while the ancient characters have something to do with the present characters.
4. Flexible use of parts of speech In ancient Chinese, some notional words temporarily had some grammatical functions in a specific language environment, and temporarily changed parts of speech, and some even changed their pronunciation. This is a special usage of notional words in classical Chinese, such as nouns as verbs, nouns as adverbials, causative usage and intentional usage of nouns; Adjectives as nouns, adjectives as verbs, causative usage and intentional usage of adjectives; Verbs are used as nouns, causative verbs, intentional verbs, etc.
Understanding the flexible use of parts of speech is of great benefit to mastering substantive vocabulary, but there is no need to memorize it. In the process of learning and reading, the key to mastering this language phenomenon is to understand it attentively.
Fourth, let the students try to speak. Many students often master what they have learned quickly under the guidance of teachers, but because they don't pay attention to consolidation, or because they lack self-confidence, they still can't grasp the main points and can't answer the complete questions when doing questions related to classical Chinese. In order to consolidate students' knowledge and methods and enhance their self-confidence in answering questions, the author thinks that students can try to give lectures appropriately.
After studying classical Chinese for a period of time, students should accumulate more information.
6. Small topic research. We have explored a set of practical teaching methods that can stimulate students' interest in reading classical Chinese: 1. Learning methods to stimulate interest, 2. Trust stimulates interest, 3. Introduce and stimulate interest, 4. Writing on the blackboard stimulates interest. Scenes stimulate interest, 6. Aesthetic arouses interest, 7. Make the past serve the present to stimulate interest. Flexibility.
First, the main background of the study.
With the innovation of social culture and the passage of time, the corresponding cultural background, historical conditions and social forms in classical Chinese are far from the living environment of students, and there are also gaps between the expression, expression, vocabulary and grammar of classical Chinese and the real language communication of students. In addition, the subtle meanings hidden in ancient poems increase the difficulty of students' cognitive understanding, so students have certain rejection, alienation and exclusion psychology when learning classical Chinese.
Secondly, there are two misunderstandings in classical Chinese teaching. One is word-for-word decomposition, which teaches classical Chinese as a foreign language, just like learning ancient Chinese anthology. Another is to take an article and start to sum up ideas and analyze the image before you understand it. Classical Chinese reading should be able to read something smoothly and let students feel it themselves. Whether reading classical Chinese or vernacular Chinese, when appreciating literary images, the reason is the same in terms of improving Chinese ability. You can't treat classical Chinese as a foreign language. Classical Chinese, after all, is Chinese in different times. In addition, we can't read classical Chinese as vernacular Chinese, because it has language barriers after all. Therefore, in the teaching of classical Chinese, we should grasp something very related to the theme and use it to do some key anatomy. Especially when reading poetry, we must express our image in language. Without the image from language, others can't catch it.
Moreover, in junior high school, students are only exposed to dozens of classical Chinese texts in textbooks, and the content is relatively short and the learning requirements are relatively low. Most junior high school teachers neglected to summarize and sort out the phenomena and laws of ancient Chinese language. This also leads to students' fear of classical Chinese, and the content and language form of classical Chinese are no longer as simple as junior high school.
In view of this, how to stimulate students' interest in reading classical Chinese has become an urgent task in classical Chinese teaching.
Second, the summary of the subject content
Concept definition
What is ancient Chinese? As the name implies, it is the language of ancient Han people. Ancient Chinese can be divided into spoken language and written language.
What is classical Chinese? Classical Chinese refers to the written language of ancient Chinese based on the spoken language in the pre-Qin period, which has been refined after many times, and the language that later writers imitate their works, such as a hundred schools of thought contend, historical records, eight masters in Tang and Song Dynasties, Tongcheng School and so on. , are examples of the practical use of ancient Chinese. In short, classical Chinese is an article written in classical Chinese. Generally, the May 4th period is defined as the dividing line between ancient Chinese and modern Chinese.
What is interest? Interest is a special cognitive tendency to things. This is a psychological activity. When it develops into a hobby, it becomes a long-term and relatively stable behavior tendency, which affects people's ability. Interest and hobby are the source of enthusiasm, the need to know and explore something, and the driving force to promote people to know something and explore its development law. It is the most active factor in people's study and work. With an interest in something, you can have great enthusiasm in your behavior.
Through the research of this topic, we will explore a new and effective teaching mode of classical Chinese, so that students can show strong interest and subjective tendency in the process of actively participating in the study of classical Chinese, and then promote the "recognition", "interpretation" and "analysis" of the language, so that students can truly understand the simple classical Chinese and understand its essence, which is beneficial to writing and life.
(2) Theoretical basis
1. Psychology points out that interest is an important psychological factor to promote people's knowledge-seeking activities and learning, which can make people concentrate and actively engage in certain activities. Any activity that suits one's interests is easy to improve one's enthusiasm.
2. Psychological research shows that in the process of language learning, when students focus on the language itself (knowledge and rules), the degree of anxiety is higher, while when they focus on the content expressed in the language, the degree of anxiety is obviously reduced and it is easier to learn.
3. Subjective education theory holds that students are not only the object of education, but also the subject of learning, understanding and development. The influence of education is everything in the external object, and only through students' subjective activities can it be internalized into the quality of the subject. The classroom teaching method that embodies students' subjectivity is a multilateral activity in which teachers and students participate and communicate with each other. Teachers are organizers of teaching activities, students are independent participants in self-development and active explorers and creators. The relationship between teachers and students is democratic, equal and cooperative. This kind of teaching can make students gradually move from "others' learning" under the guidance of teachers to "autonomous learning" based on self-study, and finally achieve the goal of learning to learn and create.
4. Principle of cooperation: In research, it is necessary to change the phenomenon of mutual isolation among teachers, students, families and schools, and emphasize mutual cooperation and promotion.
5. The new curriculum standard points out: "The purpose of moderately strengthening the study of classical Chinese is to encourage students to deepen their understanding of the excellent traditional culture of the Chinese nation, enrich their cultural heritage and enhance their cultural taste."
7. How to improve junior high school students' reading ability of classical Chinese? Classical Chinese mainly refers to a written language formed on the basis of spoken language in the pre-Qin period, which is characterized by paying attention to allusions, parallel antithesis, neat melody and no punctuation, commonly known as "what is it?" Classical Chinese is the crystallization of China traditional culture and an important carrier of China culture. By studying excellent classical Chinese works, we can understand national culture, experience national spirit, learn national wisdom and inherit national excellent traditions. Chinese Teaching Syllabus, Chinese Curriculum Standards and National Unified Examination Syllabus for Enrollment of Ordinary Colleges and Universities have specific requirements for middle school students' reading ability of classical Chinese. Judging from the actual situation of daily teaching, many students have a fear or even resistance to classical Chinese learning, and classical Chinese teaching is in an embarrassing situation. How to cultivate and improve middle school students' reading ability of classical Chinese? Based on many years' teaching practice of classical Chinese, the author explores and tries to improve the links of classical Chinese teaching and students' reading ability.
First, starting with reading an original classical Chinese, cultivate students' strong interest in learning.
The great scientist Einstein said, "For all people, only love is the best teacher." There is an ancient saying in China that "the knower is not as good as the doer, and the doer is not as happy as the musician". This emphasizes the importance of interest and hobbies. Interest is the best teacher. It is very important to learn classical Chinese well and cultivate students' strong interest. In the first classical Chinese class, I brought a copy of Strange Tales from a Lonely Studio. Most students have seen and liked the TV series adapted from this novel. First, give the students a brief introduction to the novel, saying that watching TV plays is interesting, and reading the original is more interesting. Then I told the students one of the three wolves in vernacular Chinese. The story was so fascinating that the students listened to it with relish. After the lecture, some students asked to come again. I said, "In this story, the butcher got a dead wolf and once caught a live wolf. Do you want to know how he caught it? " The student suddenly said, "Yes!" I will send three printed originals of Three Laws of Wolf Nature to my classmates. Ten minutes later, I asked the students, "Do you understand?" Some students made it very clear, but most students didn't understand. I take this opportunity to tell the students that there are hundreds of stories in Strange Tales from a Lonely Studio, each of which is more interesting than the other. If you want to understand, you must learn classical Chinese. Then, I led the students to finish the detailed study of this article. The students are very interested in learning. They listen carefully and have feelings, and the effect is particularly good. Students have been interested in classical Chinese since they studied it.
Second, read classical Chinese correctly.
Pay attention to "reading" and "reading aloud" in classical Chinese learning. Although vocabulary teaching is important in classical Chinese teaching, it is often counterproductive without students' full reading as the basis. Therefore, in the teaching process, teachers should be good at guiding students to read the text with reference books and notes, be familiar with the text, and grasp the general content of the text as a whole.
8. Reading Skills of Classical Chinese in Junior High School Step 1: Quickly browse the topic Classical Chinese extracurricular reading questions have a feature: some topic options show the meaning of some keywords in the text; Some topics suggest the main content of classical Chinese.
Browsing topics helps students understand the general meaning of classical Chinese. Therefore, after receiving the extracurricular classical Chinese reading essay, we should first quickly browse the topics after the essay.
The second step: carefully analyze the topic Generally speaking, the reading paragraphs of classical Chinese after class will give topics, and most of the topics themselves summarize the main contents of classical Chinese. For example, in an exam, I took an extra-curricular reading article in the classical Chinese "Chu People Learn to Boat".
The title of this subject-predicate structure summarizes the main content of the paragraph, and we can know the main content of the paragraph after reading the title. In short, a careful analysis of the title of a paragraph can help us quickly understand the main content of classical Chinese.
Step 3: Read the full text with notes quickly. Read articles in classical Chinese after class, and some difficult words in classical Chinese are generally annotated. These notes help students understand the main content of classical Chinese accurately.
So, don't ignore these notes, but take them with you to read the full text quickly. In addition, it should be noted that in the process of reading the full text, don't stop and think hard, but continue reading.
In short, read the full text quickly, not completely, but understand the main idea of the article. Step 4: Answer the question with the right medicine.
There are three types of reading problems in extracurricular classical Chinese, namely, word interpretation, sentence translation and content understanding. Use different methods to solve different problems: (1) Word explanation questions: This kind of questions mostly examine the phenomenon of polysemy of words in classical Chinese, which are basically learned by students in classical Chinese in class.
When solving problems, we should first apply the meaning of the content words in classical Chinese that we have learned, and then contact the context test. Fluency after the exam is the correct answer. (2) Sentence translation: The translated sentence should be translated freely on the basis of literal translation.
First, explain the meaning of the key words in the draft (literal translation); Then, write the general meaning of the sentence (free translation). When translating sentences, we should pay attention to the following problems: ① Proper nouns such as year number, person name, place name, official name, object name, book title and country name should be kept as they are, and no translation is needed.
For example, in the spring of four years (year number), Teng (name) was appointed to guard Baling County (place name). In the spring of Li Qing's fourth year, Teng was demoted to Baling County Order.
For example: "Chen Shengsheng, Yangcheng people are also". "Zhe ... also" means meaningless and should be deleted.
Chen Sheng is from Yangcheng. ③ Some special sentence patterns in classical Chinese (such as verb inversion, preposition object and adverbial postposition). ) Different from the word order of modern Chinese, appropriate adjustments should be made in translation.
For example, "Sorry, you don't like it!" "Your mental deficiency is too serious. (4) If the translated sentence is an ellipsis, the omitted elements should be supplemented.
For example: "Uncle Naidan said' Chen' (omitting the subject)." They wrote the word "Chen" on the silk with vermilion.
(3) Content comprehension questions. There are three ways to solve this kind of problem: one is to quote the original sentence to answer; Second, extract keywords from the original text to answer; Third, organize written answers in your own words.
Among the three methods, the first and second methods have higher accuracy.