Classical Chinese, bearing the splendid Chinese civilization, is a precious legacy left by our ancestors. Teacher Yu Yi vividly called it "infiltrating into the geological stratum of Chinese civilization". However, judging from the current teaching situation, classical Chinese does not seem to exert its charming charm, and it is an indisputable fact that teaching efficiency is low. In this regard, Mr. Qian Menglong hit the nail on the head and pointed out: "Classical Chinese teaching is a' dead corner' of Chinese teaching reform. Even in the era of Chinese teaching reform, classical Chinese teaching is still a bleak scene of' spring breeze is not enough'. " Based on my usual teaching practice, I think the effective teaching of classical Chinese is an urgent need to change the current situation of classical Chinese teaching, and it is also the requirement of the new curriculum concept and the times for talent training.

First, the current situation of classical Chinese teaching in junior high schools is as follows:

1, from the aspect of teachers' teaching.

Perhaps for utilitarian purposes, for a long time, teachers have focused on "characters" in the teaching content of classical Chinese, with the teaching of ancient Chinese knowledge as the main teaching goal. Under this goal, classroom teaching will naturally become a lecture hall for ancient Chinese knowledge such as the meaning of real words, the usage of function words, interchangeable words, ancient and modern synonyms, polysemy and special sentence patterns. In this way, "sentence by sentence, sentence by sentence" has become the golden rule, and "full house irrigation" has become the only choice. In addition, the teaching form is basically a series of lectures, word for word translation, sentence by sentence explanation, and then a so-called "content analysis" and "writing summary" after the lecture. Similarly, 1000 people. In this kind of class, teachers dominate the discourse and chatter endlessly. What are their interests and effects?

2. In terms of students' learning.

Although the language used in classical Chinese is also Chinese, after all, we have studied for a long time today, and some teachers even use reference books, let alone middle school students. Therefore, students are generally afraid of difficulties in classical Chinese and have little interest in learning. Coupled with the lack of accumulation of classical Chinese in primary schools, there is a lack of sufficient understanding of the value of classical Chinese. All these situations make students feel that learning classical Chinese is a matter of getting twice the result with half the effort, which is time-consuming and laborious, but has no effect.

Psychology tells us that only when students have a strong interest in what they have learned and feel beautiful will they devote themselves to what they have learned. Therefore, in the teaching of classical Chinese, it is necessary to stimulate students' interest, guide them to wander in the magical realm of ancient masterpieces, and linger in the profound and charming ocean of Chinese culture, so that the teaching can be truly successful. I think it is an effective way to teach classical Chinese to stimulate the effect with interest.

Second, how to stimulate the effect with interest?

1, strengthen reading and interest in reading.

The ancients said, "Read it a hundred times, and you will know what you mean." "Read 300 Tang poems by heart, and you can sing even if you can't write them." These words illustrate the function and significance of reading. However, in our teaching, the method of reading is put aside, and there is little reading time arranged. Those limited readings are mostly mechanical, stuttering, sentence-breaking, and have no aesthetic feeling. I think our teacher should return the class and the time to the students. In view of the small number of words, profound meaning, simple voice and profound meaning in classical Chinese, it is necessary for teachers to guide and demonstrate, and make the pause, tone, intonation and emotion clear, so that students can read correctly and understand better on the basis of certain feelings. Therefore, for the first time, I advocate teachers to demonstrate students' imitation, and then let students "get into the play" and "get carried away", read aloud as loudly as possible, stagger with measured steps, read intonation, read harshly, read easily, read emotions, read the realm, and read the original flavor of classical Chinese. The fundamental purpose of this kind of unrestrained reading is to stimulate students' interest in reading, at the same time, use their brains to promote understanding, mobilize the enthusiasm of the senses, and mobilize the ideological organs to invest in learning, so as to grasp the basic content of the text, cultivate the sense of classical Chinese language and cultivate sentiment. Finally, in the form of reading competition, the enthusiasm and competitiveness of students' reading are further stimulated.

2. Create a situation to stimulate interest.

Teaching situation refers to "the whole situation, background or environment related to an event". Creating a situation means that teachers use various teaching methods to create an overall situation, background or environment related to an event according to the teaching objectives, teaching contents, students' original cognitive level and students' unconscious psychological characteristics, so as to make students' emotions react positively. Tolstoy said: "Successful teaching needs not coercion, but stimulating students' interest in learning. "If a person is interested in something, he can persistently concentrate, keep a clear perception, stimulate rich imagination and positive thinking, produce a pleasant emotional experience, and overcome difficulties with his will in related activities without feeling tired. When teaching a new knowledge point, teachers should create situations according to the actual needs of the text, bring students' thinking into a new learning background, and let students feel that learning is the need to solve new problems. It produces a psychological orientation of actively discovering problems and actively exploring, which greatly stimulates students' interest in learning. Therefore, creating teaching scenarios and stimulating students' interest in learning is a major way to achieve good teaching results. Therefore, in the teaching of classical Chinese, although the people or things described in this paper are far away from today, as long as teachers take interest as the starting point and create certain situations, they can arouse students' interest in learning. Take The Hongmen Banquet as an example. This is how I organize my teaching: (1) Simulate the situation and perform on stage. I invited eight students to play Liu Bang, Xiang Yu, Sean, Fan Zeng and Fan Kuai. The students vividly reproduced the historical stories and added their own unique understanding of the characters' personalities, especially the exaggerated deduction of Fan Kuai's "Cuosheng Cuoshou" and "Drinking and Fighting", which vividly showed the characters' personalities. (2) create a situation and argue fiercely. When analyzing the character Fan Zengshi, I asked the students to imagine whether Fan Zeng knew or expected that Liu Bang would come before the Hongmen banquet, and what plans would he have? This led the students to have a heated debate about the characters. (3) Virtual situations, writing dialogues. After reading the text, I asked the students to think about it. If we were face to face now, what would you say to Xiang Yu? Finish the essay "Chu Bawang, I want to tell you". After class, the students came to me and said, "This is not learning a classical Chinese, but more like watching a sketch, and it is our own sketch, which is very interesting and novel." "With this interest and freshness, I believe that students will be able to effectively implement the teaching objectives of this course.

3. Encourage questions and cultivate interest.

Balzac, a great French writer, said: "The key to all science is undoubtedly a full stop, and the wisdom of life probably lies in asking why everything happened." Indeed, if Darwin did not doubt the theory of creationism, there would be no theory of natural selection; If Copernicus did not doubt the geocentric theory, there would be no Heliocentrism. Therefore, only doubt can make our tree of knowledge blossom brilliantly and bear fruitful fruits. However, in the class of classical Chinese teaching, many teachers worry that students can't immerse themselves in the text to experience their feelings, and at the same time, in order to complete the teaching progress, they often deprive students of the right to ask questions, but they don't know that this will invisibly kill students' enthusiasm and interest in learning. The text "For Learning" can make the truth so convincing, mainly due to the narrative of the stories of two monks-Shu Bi. This story is not about learning, but about going from Sichuan to the South China Sea. Here, teachers should guide students to ask questions: What does this have to do with the theme of learning? After discussion, we come to the conclusion that this is an image metaphor, written by analogy. It can also lead to: How is this story metaphorical? After discussion, we realize that people's talents and other conditions are good or bad, and their knowledge is deep or shallow. Learning for the sake of learning is certainly difficult and easy. The author does not deny this, but emphasizes subjective efforts. "Learning, difficult is easy; If you don't learn, it's easy and difficult. " Willing to learn and unwilling to learn have different subjective efforts, and the difficulty can be transformed into each other. As long as you study hard, difficulties can be overcome and lofty goals can be achieved.

4. Expand your imagination and increase your interest.

Einstein said: "Imagination is more important than knowledge, because knowledge is limited, and imagination sums up everything in the world". Hauck, president of the International Sword Federation, also spoke highly of imagination: "Fantasy makes people with social essence surpass themselves. In Carl? According to Marx, fantasy contributes to the' rich development of human nature' ". This shows that imagination can make earth-shaking changes in people's mind and spiritual world. Then why doesn't the teacher let the students insert the wings of imagination in the classroom and let them soar in another sky opened by imagination? For example, in the story of Xiaoshitang, the phrase "the trees are luxuriant and swaying irregularly" depicts a picture of lush trees and green vines covered and twisted, swaying and connected, and fluttering with the wind, forming a green net dotted around Xiaoshitang. Students' imagination must be relaxed and happy, which is more popular and interesting than rote learning. Wang Wei's article "An Autumn Night in the Mountain", before learning the content, I told the students to express this article by painting, and let them imagine the picture according to the poem content first. So students are interested in understanding the content of poetry, discussing the arrangement of pictures and so on. This not only cultivates students' interest in learning, but also enables them to combine learning and thinking, which has achieved good results. Let knowledge be sublimated with the help of imagination, and even achieve the effect of giving inferences and getting twice the result with half the effort.

In short, there are still many teaching methods to stimulate interest in classical Chinese. But no matter which method, we should focus on stimulating students' thirst for knowledge and improving the effective teaching effect of classical Chinese. As long as we can actively explore the actual situation of students in teaching practice and design classical Chinese teaching scientifically, humanely and effectively, we will certainly take a solid step in the effective teaching of classical Chinese in the new curriculum reform.