Baodi No.5 Middle School Yang Xu Junxia

In order to change the old, slow, poor and expensive situation of classical Chinese teaching for a long time and optimize the teaching process of classical Chinese, this paper tries to put forward specific measures to stimulate students' interest and improve the actual effect according to the characteristics of classical Chinese teaching and learning, so as to promote the development of classical Chinese teaching.

key word

Stimulate interest, elaborate concise and flexible methods, and improve the accumulation and migration of practical results.

"After thousands of years of elutriation, some well-known classical Chinese are the best in poetry and the essence of chinese heritage", and the classical Chinese selected as teaching materials is the best among them. However, it goes without saying that the teaching of classical Chinese has been in a state of old (teaching method), slow (slow progress), expensive (time-consuming) and poor (poor effect) for a long time. The vast majority of students are not interested in classical Chinese, even disgusted and afraid. There are many reasons for this situation, including "teaching": many teachers still use the traditional way of giving lectures word by word, so that students can take notes and then draw questions from them for training; Or focus on knowledge teaching, focusing on the understanding and translation of words, words and sentences, and leave the rest to students to solve; Or just focus on reciting, let the students recite the text, take notes and recite the answers to the exercises. This kind of classroom does not reflect the spirit of the new curriculum reform concept, and can not let students experience the essence of ancient Chinese, let alone improve their ability to learn classical Chinese. Therefore, our front-line teachers must reform our classical Chinese teaching with great efforts and appropriate ways, so that the spring breeze of the new curriculum reform can also be "yumenguan". Reform classroom teaching, optimize teaching process, improve teaching efficiency as much as possible, and make classical Chinese glow with new vitality.

Classical Chinese, after all, is far away from our life, and teaching method cannot be equated with modern Chinese teaching method, but it is not a foreign language and has a very strong inheritance relationship with modern Chinese, which is "great harmony" and "small difference". Therefore, we can learn from the successful experience of modern Chinese teaching, such as focusing on cooperation, inquiry, open learning methods, personalized teaching, etc., to form a flexible and practical teaching system with classical Chinese characteristics. Let's talk about the specific methods of classical Chinese teaching in combination with the classical Chinese teaching in the first volume of the eighth grade of People's Education Press:

First, stimulate interest. Active learning is possible only with interest, and cultivating students' interest in classical Chinese is the premise of good classical Chinese. During the lecture, you must always remember this string.

(1) Teachers are full of passion. I still clearly remember the class in which Yang Nailin, a freshman Chinese teacher, talked about Song Ci. He talked about Li Yu, and his ci style changed from Wen's Huajian Ci. Liu Yong, he was ordered to write lyrics; Su Dongpo and Xin Qiji, they are unrestrained poets; There is also Nalanxing Dehe in the Qing Dynasty. What shocked us even more was that Mr. Yang was able to write his representative works on the blackboard quickly without looking at the lesson plan. His cadence reading and comments completely touched us. Song ci is so beautiful! We took notes in a hurry Teacher Yang smiled and said, "No notes, no notes. Let's talk about it later. " But we won't stop for fear of leaving a word behind. The deskmate will discuss, the first sentence you should remember, the second sentence I should remember, and the third sentence he should remember. It is really the enjoyment of linguistic beauty and artistic beauty, such as sitting in the spring breeze, which makes me fascinated by classical literature. I'm not exaggerating. Think carefully, have you ever enjoyed such a class and been deeply touched by your own thoughts? The teacher must have devoted his enthusiasm to creating such a class. The classical Chinese selected into the textbook contains the author's ideals and emotions, which are all expressed by the author. In teaching, our teachers should also guide students to "penetrate the text into the emotion", go deep into the author's inner world, and be happy or sad with the author, or worry or hate. It should be said that teachers should be familiar with history and understand the ancients in order to have passion in class. Imagine, if you don't know Cao Cao, how can you understand the strong and exciting spirit of "looking at the eastern sea" If you don't know Su Shi, how can you understand the boldness of "a romantic figure through the ages, one river does not return"? If you don't know Xin Qiji, how can you understand the helplessness and anger of "patting the railing all over, no one is present, boarding the meeting"? Teachers' enthusiasm helps students to have a strong interest. On this basis, students will certainly enjoy beauty, be infected and edified, so that their prices and spirits can be shaped and sublimated.

(2) Carefully design the lead. Let the introduction of each classical Chinese lesson conform to the principles of simplicity, diversity and interest mobilization, and play the role of "one stone stirs up a thousand waves". Let's give a few examples: reviewing old knowledge, the introduction of "The Story of the Nuclear Ship" can be like this: "We learned a work about the superb skills of ancient artists, remember? Can you recite a few sentences? " Students can answer it and then introduce a new lesson: "The story of the nuclear ship we are learning today is an article describing the superb skills of sculptors, please pay attention to the similarities and differences of the writing"; The lead of "Looking at the Lake Pavilion Snow" is: "West Lake is a famous scenic spot, and we have learned many poems describing it. Think about what you can remember? " Students can say a few words, such as "Gushan Temple in the northwest of Jiating, the water level is low at first", "It is always appropriate to compare the West Lake with light makeup and heavy makeup" and "After all, the scenery of the West Lake is different from that in June and four seasons". Then the teacher said, "We all appreciate the beautiful scenery of the West Lake in spring and summer. What is the West Lake like in winter? Let's take a look at the description in Zhang Dai's "Lake Pavilion Watching Snow"; With the introduction of famous sayings and poems, the lead of A Passage on the Avenue is: "Dr. Sun Yat-sen has a famous saying, which is in the text we are going to learn today. Do you know which sentence it is? "The students have previewed the text, and most of them can guess that it should be" The World is Public ". The lead of the Three Gorges is: "Let's recite Li Bai's" Get Up Early in Baidicheng ". Who can tell us what "Jiangling" means and what "Chung Shan Man" means? "This leads to the beautiful Three Gorges; Through the comparison between ancient and modern times, the introduction of The Snake Catcher is: "Our government and people are working hard to build a new socialist countryside. For thousands of years, the tax system for farmers' farming has been abolished and the government has given certain subsidies, which fully embodies the superiority of the socialist system. In contrast, The Snake Catcher profoundly reveals the profound disaster brought by exorbitant taxes and miscellaneous fees to farmers. Let's get down to business by guessing. "Watch the tide" and "Do you know what" the first tide in the world "means? Today, we will appreciate the thrilling momentum of Qiantang River. The introduction is equivalent to the beginning of the article. How can it not attract students?

(3) Carefully design the problem. Classroom questioning should closely follow the key points and difficulties of the article, be gradient, speculative, instructive and as lively and interesting as possible. As the saying goes, "the wind wrinkles a pool of spring water." Here are some examples in the interview: "The Snake Catcher said"-which two things are written in the article, which is the main one? The Story of the Nuclear Ship-What is the structure of this article? Why write the cabin first and then the bow? A trip to the Avenue-What is the Datong society like? Is it similar to the paradise described by Tao Yuanming? Is it possible to achieve it? Night Tour in Chengtian Temple —— What are the characteristics of Su Shi's scenery? What kind of people do "idle people" refer to? Please answer "I think Su Shi is a () person". What kind of feelings do you have for Su Shi? Look at the snow in the middle of the lake-what did you write, draw and express? What are the characteristics of the snow scene and what methods are used? Do you think hermits are needed in today's society? "Three Gorges"-What are the characteristics of mountains and rivers? Please imagine what will happen to the Three Gorges after the completion of the Three Gorges Dam in 2009. Watching Tide-From what aspects did the author write Watching Tide? After describing the tidal scene in Zhejiang, why did this paper spend a lot of ink on the water army exercise and the frolicking of Wuzhong athletes? The teacher's questions are few and precise enough to attract people.

(D) to create a relaxed, harmonious and vibrant classroom atmosphere. Whether the classroom is full of vitality and humanistic atmosphere requires the cooperation of teachers and students, the advocacy of teachers and the cooperation of students, so as to achieve harmony between teachers and students in the interaction between teachers and students.

1. Good at words, phrases and sentences. It takes great efforts to dredge the words in classical Chinese, which we must face and admit. If the teacher still teaches word by word and the students recite word by word, of course, the situation of death will appear again; If you throw all the word solutions to students, it is undoubtedly self-deception to think that students can finish it by themselves. It is necessary to speak, but the problem is how to speak. Many teachers have given appropriate methods, that is, to grasp the key and practice seriously. First of all, arrange preview, let students look up reference books, notes and clear up word barriers. This is only the first step, because knowledge has left a vague impression on students. There is no need for a teacher to talk in class, because everything is covered, but the focus is not everywhere, just "the water on the ground is wet." We choose the key points and difficult points and explain them. The determination of these key points and difficulties is based on teachers' analysis of the text and students' feedback. Generally speaking, there are about two words in each sentence of classical Chinese that need to be explained and memorized. There are not many sentences in classical Chinese that need free translation, such as "you will be sad" and "building a simple peach pit, trimming the narrowness". Others can let students take turns as primary school teachers to explain, stimulate students' interest in participation, and change passive "listening" into moving ears, moving mouth, hands and brains.

2. Flexible teaching methods. Every class has a point that excites students. Use reading contest, knowledge contest, debate contest, story meeting and other teaching methods; Multimedia, slide projection, pictures, etc. Create teaching scenes to bring students closer to the text, so that they can experience the simplicity and richness of classical Chinese and experience the happiness of active learning. For example, in the "class" teaching, we ask students to be free to group and use their spare time to rehearse the drama in the textbook. Finally, it was officially "performed", and the students were very satisfied with their performance. Each group has something worthy of recognition, many bright spots and many surprises for teachers. For example, the short-sighted and greedy image of Zhong Yong's father is not described in detail in the original text, leaving a lot of imagination for readers. Many images of "father" left a deep impression on the students. I like the exaggerated expression of "Zhong Yong's father" trying to open his eyes again when he sees money, the antics of shaking his head when he shows off his son, and the fact that "he" only recognizes money, even his sister doesn't pay for poetry, so he resolutely refuses to let Zhong Yong write. When Zhong Yong wanted to study like other children, "Father" said, "Are you stupid? How easy it is to make money now! After this village, there is no such store. " And so on. Facts have proved that students' experience performance is definitely better than lecture+practice. The performance experience method is absolutely suitable for the description of the characters in The Story of the Nuclear Ship, which can help students distinguish the positions and actions of the characters. The preview homework of the Three Gorges is different from other texts-it does not read the text, but first describes the scenery of the Three Gorges according to its majestic, steep and beautiful characteristics, which can be described purely by imagination and by referring to relevant materials including pictures. Read the text again in class to see how Li Daoyuan wrote the Three Gorges, what scenery he chose and in what order. And experience the beauty of language. The night tour of Chengtian Temple can be designed to let students freely talk about the image of Su Shi in their minds, introduce his anecdotes, recite his poems and talk about his character and mind. Take this activity to understand the author's mood. Thanks for the concise language in the book, which can be used as an antithetical exercise: give the previous sentence and find the next one. or vice versa, Dallas to the auditorium In short, the classroom is full of changeable interactive forms, which can serve students to actively participate in learning.

3. Pay attention to the teaching language. We require the classroom language to be elegant, humorous, friendly and enlightening. If refined idioms, famous sayings and common sentences are interspersed from time to time, it will certainly play the role of examples, remind students of famous sentences and articles they have learned, and also play the role of knowledge transfer, such as the words that students can recite and know to write snow in Looking at the Lake and Pavilion Snow. Humorous and kind words help to eliminate the distance between teachers and students, and thoughtful and sincere inspiring words will increase students' warmth and confidence, thus enjoying the taste of success.

Second, improve effectiveness. Classical Chinese teaching is of great significance to help students understand traditional culture, absorb national wisdom, cultivate feelings of loving the motherland, form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste. We have the responsibility to cultivate students' good habits of learning classical Chinese and improve their ability to learn classical Chinese. Details are as follows:

(1) Guide students to preview. Pay attention to preview, and the teacher should give clear requirements. Or seek the help of reference books, clear the text barriers, and with the help of notes, it is best to be familiar with the article. At the same time, make comments on what you don't understand so that you can answer in class; Or collect the background and author information of the article. Also, ask one or two preview questions before each class. The content of questions can be carried out in many ways: the use of language, the content of the text, the method of expression center and so on. Teachers should examine these problems carefully and be aware of them. After centralized classification, select the representative and typical questions for students to ask, discuss and solve. It should be noted that teachers should check the preview at any time and must not let themselves drift. Preview is very important, which includes three language habits. Cultivating students' ability to use reference books with the help of annotations is an effective way to learn classical Chinese. The language knowledge of classical Chinese is fragmentary and complicated, such as pronunciation and word meaning, and most of them have to be understood and experienced one by one, so it is particularly important to cultivate students' self-learning ability. In order to cultivate the ability of self-study, it is necessary for students to develop such good habits, such as taking notes while reading the text and consulting the dictionary frequently. Every student should have one or two reference books in his hand, such as Modern Chinese Dictionary and Dictionary of Common Words in Ancient Chinese. As for the habit of collecting information, at least don't wait for ready-made answers, but take the initiative to find, sort out and summarize. What you see and collect in the collection may come in handy one day. There is also the habit of asking questions, as Einstein said, "It is more important to ask one question than to solve a hundred questions". Students' positive thinking often begins with asking questions. Only when there is doubt can students be prompted to explore and innovate.

(2) Do a good job in reading. In the teaching of classical Chinese, teachers attach great importance to students' reading. It can be said that we put the word "reading" in the first place. There are many ways to read, such as silent reading, chanting, reading aloud, individual reading, group reading, fan reading and so on. The traditional reading method of classical Chinese is scientific, and the accumulation of knowledge and the understanding of the author's thoughts and feelings are unquestionable for the ability to truly master the language. Teachers, now let's think about a problem. Why do we attach so much importance to the reading of the text, but few people can really read the text correctly, fluently and emotionally? Does reading help solve this problem? Because there are many new words in classical Chinese, the pronunciation of individual words is not the same as that in common use today, and the pause of some sentences is not easy to determine. It is difficult to guarantee that students will not make mistakes after listening to the recording or reading the teacher's model essay. As long as the teacher doesn't make mistakes when reading, under normal circumstances, students read it two or three times and then read it by themselves, and the effect is good. Some teachers think reading to junior high school students is too naive. We feel that as long as the method is effective, we don't care whether it is "low-level". Some teachers worry that reading may affect students' individual emotions, which is unnecessary, because reading helps students grasp the emotional tone of the article, because reading the text must be based on correctly grasping the emotional tone of the article.

(3) Pay attention to word teaching. At present, there is a view that the teaching of classical Chinese eight-character classics should be cancelled because some words are vague. We don't think we should study classical Chinese vaguely because of the fuzziness of some words. Indeed, "I have been there, Yangliuyiyi; Let me think about it now. If translating into modern Chinese will ruin the poetic beauty, then we don't have to translate, but you must let the students understand the usage of "one, four". Not translating does not affect the understanding of the whole sentence, but it should still be implemented in words. We ask students to do a preview first, clear the obstacles of words, be precise and concise in class, and lay a solid foundation. There is a problem of cultivating the habit of accumulation. Only by systematically accumulating content words, function words and their polysemy, ancient and modern different meanings and special sentence patterns in classical Chinese, can students link, classify, compare and transfer what they have learned, achieve the quantitative effect of "piling up mountains into seas" and have the ability to draw inferences from others. The key words, phrases and sentences in each classical Chinese are best explained and refined in the form of blackboard writing and projection, so that the training can be truly implemented. For example, there are several real words and function words in Snake Catcher, which can be summarized as follows: point out the ambiguity of the following words.

If:

It seems very sad.

(2) If I am not assigned, it is unfortunate.

If you are poisonous.

Poison:

1. Resentment is poisonous.

(2) resentment, dare to poison!

(3) Poison Who knew that Fu Lian's poison was very snake?

Fu:

(1) Collect the second year tax.

(2) If the tax is complicated.

(3) Tang Xian's poems are engraved on it.

Almost:

(1) interrogative mood auxiliary words will make you sad.

(2) what is shouting.

(3) exclamatory auxiliary words Who knows that Fu Lian's poison is very snake?

Yu:

That's how my ancestors died.

(2) Give more than you will sue until now.

(3) accumulated to today's sixty years old.

(4) fiercer than tyranny.

Use:

(1) There is no royal man who bites.

(2) use, take the life of king cure too much.

(3) Because I live by catching snakes alone.

According to today's view of Chiang Kai-shek.

(5) The purpose of the watch is to speak out and let people who look at people get it.

And:

The conjunctions of (1) table juxtaposition are black and white.

(2) The table turned over, and I lived by catching snakes alone.

(3) Surface modification and dedication.

(4) the table bears the retreat and the content eats its soil.

There are several special sentence patterns, such as those who build a simple peach pit and shrink it, who are we going to belong to, why are we humble, and what people can't do, and so on. We should explain clearly to students that classical Chinese can't be used flexibly because of grammar.

Only by mastering a certain number of notional words, function words and some special sentence features in classical Chinese can we read simple and easy-to-remember classical Chinese independently, as the saying goes, "Make a thousand songs and then make a sound". Whether to speak classical Chinese or not depends on the teaching materials and students' situation. If the text is simple, you don't have to talk about it; Some texts can be told by students in the form of stories. But one thing is certain, that is, let students make clear the meaning of the text under the guidance of the teacher and abide by the principle that "words cannot be separated from sentences and sentences cannot be separated from the beginning". Dredge the meaning of the text, and take the method of letting students move their notes in teaching, that is, selectively copy the notes to the bottom or side of the annotation words in the text, which can often receive unexpected results. Copying it by students is much more impressive than just reading it, which is helpful for memory. The notes of the new words are just below or next to the words, and students will see them as long as they read the text, thus fully mobilizing their unintentional attention and memory. Finally, word learning can not ignore the consolidation link. After class, you should organize and summarize in time through cards, charts and other means, and do some exercises in a certain period of time. Among them, let them try to do extracurricular reading, choose short, interesting and philosophical classical Chinese for training, or carry out comparative reading related to the text or written by the same author, or related to the content or similar writing methods, so as to cultivate students' transfer ability and apply what they have learned.

(4) Promote students' perception. It is clearly pointed out in the new curriculum standard that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". It is emphasized that reading teaching "should cherish students' unique feelings, experiences and understanding". We all know that students should be given time to feel, experience and understand, so that students can imagine, experience, taste and chew in reading. Then, the teacher's primary task at this time is to help students form feelings, because the cultivation of language sense is the focus and destination of Chinese humanities. In the teaching of classical Chinese, what matters is not whether the students have mastered the teacher's analysis of a text, but what the students feel and understand, and what progress and improvement they have made under the teacher's inspiration. Reading can not only stay at the shallow level of word understanding, but also regard classical Chinese as a kind of culture and literature. The analysis link is consistent with the teaching concept embodied in modern text analysis, and adopts the teaching method of students' autonomy, cooperation, discussion and inquiry under the guidance of teachers, so I won't repeat it here. In addition, ancient Chinese teaching should also pay attention to help students understand from the following aspects.

1. In view of historical reasons, teachers should appropriately add some contents, such as related historical anecdotes, laws and regulations, customs and habits, etc. Through the analysis of The Snake Catcher, students must be clear about Liu Zongyuan's political views and his consistent feelings of worrying about the country and the people. The tax system in the middle tang dynasty. By analyzing the story of night tour and nuclear boat in Chengtian Temple, students must be clear about Su Shi's character, thoughts, aspirations and his life experience.

2. Strengthen the connection with reality, let students feel that people and things in ancient Chinese are "far away, close at hand", mobilize emotions and pay attention to experience. Taking childlike interest as an example, Shen Fu described leisure and childlike interest. Students have had this feeling, let them recall the fun of childhood, the classroom will naturally come alive, students and writers have emotional voices. Another example is "Hope in Spring", which can be linked with the wars in War of Resistance against Japanese Aggression and Iraq to exert imagination and experience the feelings of ordinary people in the wars.

3. Instruct students to feel the author's emotion, and then interpret the text. For example, Night Tour in Chengtian Temple conveys the author's subtle and complicated state of mind, which can guide students to grasp the sigh of the characters' language "but there are few idle people like our ears" and experience the taste of "leisure"-the sadness of relegation, the feeling of life, the joy of enjoying the moon and the leisurely stroll. Seeing the snow in the lake pavilion is different from the elegance of secular literati. Starting with the behavior of the characters, Zhang Dai's behavior is different from that of ordinary people. What kind of mood does he show?

(five) to guide the recitation. "My mind is full of poems and books." Reciting and reciting are good methods and experiences that people have summed up from the actual process of learning classical Chinese for thousands of years. We have always attached importance to reciting. It should be noted that recitation is not rote memorization, but technical recitation. According to the requirements of the new curriculum, it is difficult for many students to recite 80 poems in junior high school. They are very tired of reciting ancient Chinese. The main reason may be that reciting is often regarded as an after-class exercise, which leads to students' boredom. Although students also recite, the purpose is to cope with the exam, and because it is a means of reciting, the memory is of course difficult to last. In this regard, we can introduce the reading experience, feelings and methods of celebrities. Mao Dun can recite A Dream of Red Mansions, and Ba Jin once said that "there are more than 200 books in my mind now". We advocate following the natural law of familiar reading and reciting, and adding our own understanding and sentiment to familiar reading, so that what is written can be kept in our minds for a long time and can be easily used when needed. Recommend some memory methods to students, such as situational method. In the section "Red Cliff of the Great Soviet Union" in The Story of the Nuclear Ship, three people were chosen to perform their own expressions, which was much more impressive, and the performers themselves were even more profound and easy to remember. Clue method: the sequence of the Three Gorges from summer water to spring, summer, winter solstice and early sunny frost; The method of breaking the whole into parts, that is, connecting sentences into paragraphs and connecting paragraphs into articles, is suitable for longer ones, such as Snake Catcher and Watching Snow in the Lake Pavilion.

The cultivation and improvement of reading comprehension ability of classical Chinese depends on teachers' classroom teaching, teachers' teaching consciousness and training based on in-class and out-of-class, and teachers' absorbing the essence of traditional teaching and innovating teaching concepts. I remember Han Jun, a special teacher, said, "Without classical Chinese, we can't find our way home." We should try our best to make students like and appreciate classical Chinese, and learn from it the nutrition of writing, speculative philosophy and ideological culture, so as to serve their lifelong development.

References:

1. Chinese curriculum standards

2. Chinese Teaching Newsletter 2006.5

3. Middle School Language Reference 2006.5