Keywords: triggered reading, concentrated reading, comparative reading, broadening channels
Article 12 of the reading goal in the fourth section of the Chinese Curriculum Standard requires: "When reading simple classical Chinese, you can understand the basic content with the help of notes and reference books." Reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice. However, there are great differences between ancient Chinese and modern Chinese. Many students have no interest in reading classical Chinese, just to cope with the passive study of exams. Reading classical Chinese has different degrees of fear. They think that classical Chinese is a "back" word: back text, back reverse translation, back usage. Many students have a headache when they see classical Chinese, thinking that classical Chinese has been eliminated by the times, and there is no need to waste so much energy on learning it. This situation poses a problem for teachers who work in the front line of Chinese teaching: how to guide students to read classical Chinese independently? I have made some explorations in this respect.
First of all, ignite passion and trigger reading.
The famous Soviet educator Suhomlinski said: "Teachers should make classes interesting." In other words, students should engage in learning and thinking with high and excited mood, and be surprised or even shocked by the truth presented in front of them; Students feel their own wisdom and strength in learning, experience the fun of creation, and feel proud of the greatness of human wisdom and strength.
1. Create a situation. Some classical Chinese in middle school textbooks are lyrical by borrowing scenery. For example, the story of the Three Gorges, Yueyang Tower and Zuiweng Pavilion. When I am teaching, I use multimedia courseware to show the scenes mentioned in the book, play recordings and combine audio and video. Let students feel immersive from concrete and vivid pictures and vivid language. This kind of design can often hold students' heartstrings, let students enter the author and works, and the desire to read is born in students' hearts.
2. Tell stories. Some classical Chinese texts in middle school textbooks are based on facts, with distinctive characters and complete story lines. There are many stories of historical celebrities, so I arranged a story-telling session in the teaching design, and the teaching effect is very good.
3. Set suspense. There is a kind of classical Chinese which is very rational. I start with the main points, ask questions, arouse students' suspense and interest in reading.
Second, teach people to fish and concentrate on reading.
1. Seek a breakthrough. Ancient Chinese is the foundation of the development of modern Chinese. There are both connections and differences between them, and "difference" is the breakthrough of classical Chinese translation. Every time I ask students to translate classical Chinese with the help of notes and reference books, I will let them accumulate words with different meanings in ancient and modern times, such as: go: go, run. But smell: but, only. Never tasted it: once. In the teaching process, I will also show the meanings of such words in the text appropriately, strengthen students' memory, enable students to master the common meanings of words in classical Chinese, and cultivate students' sense of language in reading classical Chinese.
2. Pay attention to the process. Implementing the curriculum goal of Chinese curriculum standard classical Chinese reading: "The key point is to examine the process of students' memorization accumulation and whether they can understand the theme of poetry with the help of notes and reference books. Therefore, in the teaching of classical Chinese, the course of "speaking and reading" is designed to create a broad space for students to speak and read, and in the teaching process of smooth, accurate and beautiful reading, the activities of "speaking, translating, describing and commenting" are organically interspersed. In hierarchical oral English and reading, students can take the initiative to consult notes and reference books, and some can take the initiative to discuss problems found in reading with teachers and classmates.
Third, seek the law and compare reading.
1. Seek the law. Finding the law is like getting the key to reading classical Chinese. On the basis of speaking and reading, I attach great importance to guiding students to explore the law of word meaning.
2. Contrast reading.
(1) Compare synonyms and polysemous words in class.
(2) On the basis of reading in class, carry out extracurricular reading training, so that students can apply what they have learned in reading.
Fourth, broaden channels and create a world.
Chinese course is open and full of vitality. In order to introduce running water into classical Chinese reading teaching and form an open teaching system, it is necessary to extend from classroom to extracurricular, and create a broader world for students.
1. Classical Chinese reading is combined with music, art, dance, calligraphy and other disciplines. Drawing stories in classical Chinese, setting music to articles and recreating stories in the form of dancing not only deepen students' understanding of ideological content, but also cultivate students' listening, speaking, drawing, association and imagination abilities, and promote the harmonious development of various abilities.
2. Small production, making famous aphorisms into bookmarks and aphorisms. On the one hand, it exercises students' hands-on operation ability, on the other hand, it integrates the accumulation and recitation of classical Chinese reading into life, forms a good learning atmosphere, and makes the learning materials lively and easy to accumulate and use.