There are generally two steps to understand the main idea: one is to read the full text, and the other is to refine the main idea. The main methods are: grasping key sentences, clarifying writing ideas, grasping key points and refining the main idea.
2. Grasp the content of the article: "What did you write" and "Why did you write like this" ... 3. Understand the author's feelings: "What did you get" is understood from three aspects: explaining things, explaining truth (ideological content) and reflecting social life. (2) Clarify the hierarchical structure of the article 1, and clarify the key sentences, paragraphs and levels. For example, in the review of paragraph interchange, is it orderly from the organizational point of view: reasonable or unreasonable? Is it a connecting link? For example, argumentative writing, from the logical point of view of structure: rigorous or not? Is it logical? (3) Taste the key sentences in the text 1. Grasping the key sentences in the text (that is, identifying the role of key sentences in the content or theme) mainly includes: general sentences, summary sentences and connecting sentences.
2. Understanding and appreciating keywords can be understood from four aspects: first, image color, such as comparing the differences of word meanings; The second is to feel the color of * * *, such as appreciating the positive and negative meanings of words; Third, rhetoric color, such as understanding figurative meaning; Fourth, stylistic color, such as distinguishing written language from spoken language. Appreciation is focused on five specific aspects: (1) dictionary meaning and contextual meaning (omitted); (2) Metaphorical meaning (omitted); (3) Referential meaning (one is the meaning expressed by metonymy, and the other is the specific meaning referred by pronouns); (4) Synonyms and antonyms (feel its function: make the expression vivid and diverse, enhance the expressive force of the article, and be more accurate, etc. ); (5) praise and criticism (feel its role: the purpose of writing an article)
Second, the function of sentences in paragraphs and chapters: summarizing and highlighting (telling things, discussing problems and expressing thoughts and feelings) and connecting the preceding with the following (within or between paragraphs). (D) Mastering seven rhetorical methods is to enhance the appeal and persuasiveness of language. (5) Evaluation criteria for accumulation and application of appreciation: clear feelings, focus on the center, sufficient reasons, fluent language 1, writing characteristics (writing characteristics include the structure, expression and expressive force of the article) (1) article structure (appreciation from clues, order, transition, details, beginning and end, etc.), for example. Are there any sentences that connect the preceding with the following? What effect do these sentences have on the transformation of text and meaning and the inheritance of context? What material is used in this paper? Do they have detailed sketches? Why did you choose and cut them?
(2) Expression methods (appreciation in person, contrast, symbol, association and imagination) For example, in person, the role of the first person is to provide an appreciation angle for the perspective of the participants, and the role of the second person is to provide a platform for direct communication between the author, the reader and the described object. The narration or introduction of the third person shows an objective and calm writing attitude. (3) Expressiveness of language (appreciation of description, expression, discussion and rhetoric), especially narrative language. The function of concrete, vivid and vivid language is to make readers seem to see that person, hear his voice, feel immersive, infectious and expressive.
2. In terms of characters, we should appreciate the article as a whole: for example, what kind of personality does the character have and why it has such a personality. 2. What we want to appreciate is the story: what kind of characters are created, what kind of pen and ink are used to shape them, what kind of personality the characters have, what kind of cognitive significance they contain, and so on. ⑶ Appreciation from the action of language: With the help of language, action, portrait and psychological description techniques, such as "few words", "every move" and subtle inner fluctuations, the characters' thoughts and personalities are presented, or they are used to shape the characters or prepare for the plot.
⑷ Appreciation from social environment: We should put the characters in a certain social environment to understand, grasp and evaluate them. 3. Environmental description (1) explains the story background (2) promotes the story plot (3) expresses the characters (4) images the theme of the article.
2. How to do a good job in the classroom introduction of classical Chinese in junior high school? In the process of answering, different viewpoints and reasons emerge one after another, the way of thinking will change greatly, and the atmosphere will be warm ... Students with different viewpoints express their opinions and achieve an active atmosphere, but this view immediately aroused the counterattack and democracy of other students in the classroom, in order to consolidate and broaden the knowledge of this class. As the name implies, it refers to the homework completed in class, not outside class. "The effectiveness of classroom teaching characteristics (?
Stimulating students' interest in learning history is the key to activating students' awareness of effective participation in the classroom, emphasizing that learning requires brains. In fact, there are various ways to introduce history lessons, which can instantly stimulate students' interest in thinking and answering, environment and other factors.
Mr. Tao Xingzhi, a people's educator, has long put forward the idea of "Six Emancipations". I played less music, and Confucius appreciated it. Every student can find his place. In view of the representatives of various schools and their own opinions, understanding emotions actually ignores the training of "writing". The effectiveness of classroom teaching refers to the effectiveness of classroom teaching activities. At this time, I talked about my experience from the perspective of a class teacher. I designed a case: "Some classes are very serious about self-study at night. Can they learn?" Progress, arouse students' perceptual knowledge, and put other contents in the classroom. This is my practice.
Stimulate students' historical imagination in open classes. As the name implies, I think that as long as students are fully considered, in order to let students "experience" history personally, stimulate students to explore the background of such wonderful music, and let students unconsciously integrate into the historical atmosphere at that time, they should first experience the fun of learning. So I have to "scratch my ears" from the beginning, so I am the first in the world. 1, but also find ways to get the "monarch" to adopt your point of view and learn to participate. Teachers should be patient and pay attention to the design of classroom tests and related events. Improve your ability to take exams. What's the effect? The efficiency of the classroom is active, and the effective participation of students in the classroom is the most important criterion to measure the teaching effect, which has been unanimously affirmed by peers. The effectiveness of classroom teaching means that students develop through classroom teaching and solve problems through discussion, that is, students on the stage enthusiastically participate and get exercise, and use the shortest and fastest form to better improve students' awareness of effective participation, and then each student makes an answer sheet to answer questions.
"In layman's terms, further training to cultivate their thinking ability and knowledge understanding ability, master knowledge, and form an independent cognitive connection in this reaction, compared with the only answer obtained by Legalists under traditional teaching methods. Secondly, the students are quiet.
At the same time, it is also the significance and teaching material for teachers to guide students into a good learning state. Finally.
This way can shorten the distance between teaching materials and students and teaching objectives. Students have an immersive feeling when thinking. There are many ways to make students think, and these instructions and exchanges are timely and perfect. "This problem often happens around students, and I was successful in the classroom test design of" A Hundred Schools of Thought contend ",which made those students who took the stage change their identities, from being interested to being interested, and put themselves in historical events: 1.
In the teaching goal of this class, we should be "eye-catching" and "Tao", so as to solve the theme and stimulate students' interest. Only by ignoring writing in class and leaving a deep impression on students can students find problems in the collision of thinking sparks and say things they dare not say. Because of a good start, I won the first prize on how to improve students' effective participation in history class, so that my thinking and innovative consciousness can be fully developed, and then I can guide them to express their opinions.
Therefore, in classroom teaching, we should create some situations to help students. Rousseau famously said that he gave the initiative to the students, with the purpose of integrating various situations and having an epiphany.
I also exercised my hands-on ability when preparing for the course "A hundred schools of thought contend", so I must pay attention to every student and class introduction. When students enter the classroom and wait for class, let all students who can't go to the podium play the monarch. There is freedom in the norms, and a good teaching atmosphere has emerged, which has narrowed the distance between history and reality. Students in this class are considered to have a high degree of effective classroom participation.
The creation of the scene refers to knowledge, but when others state it, it produces an expression and performance that has nothing to do with themselves: students are cognitive. In my opinion, when designing classroom tests, we must always focus on the goal of making every student gain something, which is a very key measure to determine the effectiveness of the classroom. The effect is obvious, and students are perfunctory. When the beautiful and beautiful whistle sounds.
First of all: from a professional point of view, I originally wanted to ask students to review independently, so as to stimulate students' ability to deal with and solve problems; In my classroom teaching, I encourage students to try to perform historical figures to create situations. 80% of the classroom test questions of this course come from the provincial college entrance examination questions. The inevitable choice in the implementation process has deepened students' knowledge and understanding of history, promoted the all-round development of students' quality, and consolidated them in time. "
Lead-in is an important link to attract students' attention to knowledge points. The above points, hands.
I am preparing for the class of "A hundred schools of thought contend". The class test is also the last' me', so I have time to write a material analysis problem for students.
What is the effectiveness of classroom teaching? 2 With the deepening of the new curriculum reform, how to improve students' participation in high school history class.
This year, I attended the class of "a hundred schools of thought contend". Of course, I should pay attention to art, methods and processes to make the classroom full of vitality. Of course, as a young teacher. At this time, the effective participation in the classroom is improved, which makes students realize the laws of history in the collision of thinking, thus forming a new psychological connection with the problem. Listen to Locke, a British educator, and give solutions respectively.
In my opinion, to improve students' effective participation in history class, we should pay attention to the following points, which is seriously out of touch with the current examination method based on "writing".
3. How to improve the efficiency of classical Chinese teaching in junior high school 1? Introduction Classical Chinese teaching is one of the important components of junior middle school Chinese, and it is also one of the key and difficult points in teaching. How to improve students' learning quality of classical Chinese is one of the most worthy problems in teaching and research.
At present, the classroom teaching of classical Chinese in junior middle school follows the "three old things" of reading, translating and reciting, with teachers "dying" and students "dying". The classroom atmosphere is lifeless and the teaching efficiency is low. "The way to teach lies in specialization". In order to comprehensively improve the quality of classical Chinese classroom teaching, teachers must constantly optimize teaching methods, guide students to master efficient and scientific learning methods, and effectively implement teaching.
2. Research on Strategies to Improve the Teaching Efficiency of Classical Chinese 2. 1 The call for introducing story elements into junior middle school Chinese curriculum reform to stimulate interest has been deafening. At present, the teaching of classical Chinese is still a scene of "insufficient spring breeze". Why do students lament that ancient Chinese is difficult to learn, but it is difficult to go to heaven? The reason lies in the lack of interest in learning. Classical Chinese has a long history, and its complicated grammar, syntax and abstruse written expression often make students feel like wax and lose interest.
As Rousseau, a French educator, said, "The art of education is to make students like what you teach." If teachers can stimulate students' interest in learning and make them fall in love with classical Chinese in the classroom teaching process, they can encourage students to actively participate in classical Chinese learning under the guidance of interest.
Teachers should be good at using multimedia tutoring, situational creation, fun games, historical allusions and other ways to add interest to the classroom and introduce students into classical Chinese learning. Many classical Chinese texts selected in junior middle school Chinese textbooks are related to historical allusions, myths and legends. Teachers can fully tap these interesting resources and use story elements to introduce students into the study of classical Chinese.
For example, in the learning process of the second volume of the seventh grade, Jingwei Reclamation and Kuafu Daily, the teacher can play a TV series Jingwei Reclamation and Kuafu Daily starring Shu Chang first, and wait until the students' attention is completely focused on the story content, and then the teacher can take advantage of the situation to teach, which can get twice the result with half the effort. With the help of wonderful videos, classroom lead-in can turn obscure ancient prose into vivid and colorful animation, which helps students grasp the plot of the article as a whole and deepen their impression of what they have learned.
It is easy for students to lose patience with the dense texts all day. A vivid video is like a torch that lights * * *, which can make students study in a relaxed and happy story situation, help to awaken students' sleepy thirst for knowledge and guide them to learn the text. 2.2 With the help of modern elements, the ancient and modern are connected. In the eyes of most students, classical Chinese always has an "old" flavor. What teachers use in class is nothing more than a "chalk+blackboard" teaching method, which is nothing new.
The teacher has been talking about words and translation for a whole class, and the students' learning enthusiasm has not been mobilized. The classroom atmosphere is lifeless and lifeless. In order to change this teaching situation, teachers should introduce modern elements into classroom teaching activities, innovate teaching methods, inspire students to connect the past and the present with the help of textbook dramas, and make the classical Chinese classroom full of vitality.
When teaching the ninth grade Peach Blossom Garden, teachers may wish to divide the students into groups of about 6 people on the basis of fully understanding the content of the article, and arrange the drama in the form of groups, so as to make the original boring classical Chinese learning relaxed and lively and make the classical Chinese classroom full of modern atmosphere. Students can rehearse freely in groups and play the roles of fishermen, Taohuayuan people, satrap and soldiers. Students imitate the manners, actions and language of fishermen and Taohuayuan people according to their own understanding of the text. Teachers can correct them, evaluate students' rehearsals and put forward suggestions and opinions.
In the first rehearsal, the teacher asked the students to perform in strict accordance with the language of the characters in the text, and they were not allowed to change their lines without authorization. In this process, students can guess the expression, tone and psychology of the ancients when they spoke, experience the refinement of classical Chinese, and increase their understanding of the actions and behaviors of the characters in the text.
In the second rehearsal, the teacher can let the students talk in modern language according to the needs of the plot, and the students can freely play and supplement the plot according to the needs of the plot, making the article as easy to understand and smooth as saying modern words. In the process of modernization of classical Chinese, students have a better understanding of the meaning of the original text, and on this basis, they re-engineer and learn to activate the characters in the book into personalized language, which is much more effective than teachers simply organizing recitation.
The rapid development of multimedia information technology provides endless power for the modernization of classical Chinese teaching. In addition to textbook drama, teachers can also use multimedia tutoring to enhance the expressive force of classical Chinese classroom. In the teaching process of Jingwei Reclamation and Kuafu Daily, playing videos for students with the help of modern multimedia technology can not only stimulate students' interest, but also make classroom teaching more vivid and deepen students' understanding of the text.
2.3 The key to clearing the obstacles in writing and sorting out classical Chinese learning lies in accumulation. Teachers should cultivate students' awareness of systematic learning from the first day of junior high school, so that students can sort out classical Chinese knowledge and lay a solid foundation for future classical Chinese learning. Recitation is one of the important ways to improve the reading level of classical Chinese.
We talked about stimulating interest and diversified teaching methods in the first two points, but this does not mean that students should completely give up reciting this learning method. The Chinese examination of the senior high school entrance examination shows that specific requirements are put forward for the famous classical Chinese articles that need to be recited, and students must memorize these important chapters.
With more and more reciting articles, teachers can guide students to sort out the contents of classical Chinese content words, function words, sentence changes, literary common sense and so on. It is necessary to summarize the phenomena of classical Chinese, such as different meanings in ancient and modern times, polysemy, interchangeable words and flexible use of parts of speech, and to master basic sentence patterns, such as judgment sentences, passive sentences, inverted sentences and ellipsis sentences. Some common classical Chinese common sense, such as "female brother" means "sister", "three feet" means "sword, dharma and essay" and "romantic" means "you"
Cleverly sorting out these classical Chinese phenomena can help students remove reading obstacles and improve reading efficiency.
4. How to teach ancient poetry in junior high school?
First of all, we should focus on "reading". As the saying goes, after reading a book a hundred times, its meaning will be revealed.
Secondly, we should pay attention to consciously cultivating students' sense of classical Chinese language, which is the key to Chinese teaching. With a sense of language, students can learn China's classical poems without a teacher.
Finally, students must master the writing background of each poem, which can be introduced by the teacher. It is best for students to preview before class and explore independently, so that they can deeply understand the content of the text.
In addition, in the teaching of ancient poetry, I often use the "association method", that is, imagine the author's concise poem as a picture and then express it in my own words. The effect is not bad. You can also try.
5. Who knows a good way to teach classical Chinese? Classical Chinese teaching has always been a difficult problem for many teachers and a pain for most students.
Historical changes make many words difficult to understand, and classical Chinese is not widely used in real life, so it is difficult for students to like it. Therefore, in the teaching of classical Chinese, it is often difficult for teachers to spend a lot of time trying to figure out every word when preparing lessons, and then speak word by word in class. However, except for a few students who are desperately taking notes, most of them are sleepy and indifferent, and the classroom atmosphere is very dull.
After-school exam results are also very poor. Over time, students have no interest in learning classical Chinese at all.
Therefore, how to improve students' interest in learning classical Chinese, so as to improve classroom efficiency, liberate students from rote memorization, cultivate students' autonomous learning ability and questioning ability, and improve the teaching mode of classical Chinese with students as the main body and cultivate individual autonomous learning and innovation ability has become an urgent problem in the teaching of new textbooks. To this end, I made a bold attempt to teach words in classical Chinese. By introducing the competition mechanism and using the method of group competition, I guided students to question and solve doubts, developed students' thinking, changed the past teacher's thorough teaching into students' deep learning, combined knowledge learning with ability training, established a new classroom teaching structure, and achieved good teaching results.
Combined with the teaching of teacher theory, talk about my specific practice and experience. 1. Preview stage: In the preview class, it is first announced that the course "On Teachers" adopts the learning method of combining self-study and teacher guidance, and the class competition is divided into two groups according to the seats to arouse students' learning enthusiasm.
Then break down the links that are usually completed by teachers. First, important notional words, such as "teacher", "follower" and "biography"; Second, words with different meanings in ancient and modern times; Thirdly, the flexible use of parts of speech; Fourth, important function words such as "so", "so" and "Yu"; Fifth, special sentence patterns; The sixth is to translate sentences.
After the decomposition, let the students preview the questions according to the above points, which will be the topic of the next class competition. If students want to find doubts, they must study the text carefully against their notes, which is actually the process of self-study.
Because students have the task of finding doubts, they preview the text carefully and have a particularly deep memory. After careful preview, students often ask complicated and difficult questions, while some simple and understandable questions are solved in the process of preview.
In order to solve these complicated problems, students need to think seriously and discuss deeply. In this way, students can have the ability of self-study by constantly discovering and discussing problems.
Second, the implementation process: First, student activities. The whole class is divided into two groups according to the seats and has a class competition.
Each group gives the basic score of 100, and the two groups take turns to ask and answer questions. Students in the questioning group can ask questions to students in the answering group at will, with 5 points for a question and 10 for a correct answer, and 10 for the opposite. During the whole competition, you can consult various reference books, reference books and reference materials.
Students in the Q&A group can cooperate and help each other. As long as they finish the questions within 1 minute, they can get extra points. In this way, students can change from passive acceptance of knowledge to active display of their knowledge and ability.
It not only mobilizes the enthusiasm of learning, but also exercises the ability of expression, and also enhances the collective consciousness. Most students have a strong desire for self-expression, and this kind of classroom competition just gives them an opportunity to add points to the group, but also shows their personal value.
As a result, a warm and wonderful scene appeared in the classroom. Look, in the face of unexpected and even deliberately embarrassing problems, there are also scratching their heads; There is sophistry; There are people who hold their own opinions; Some people ask our classmates for help.
The students sometimes doubt, sometimes talk, and sometimes exclaim. Students who ask each other often become their own heroes, triumphant and beyond words.
As soon as some students who are good at asking questions open their mouths, the whole class will calm down and expect answers, watching them make a fool of themselves or make wonderful answers. For example, a classmate asked "I don't know what a sentence is" and "I haven't learned it for a long time". What's the difference between these two words? "He asked the students that both" Zhi "are the abolition of sentence independence.
Another student in the same group immediately stood up and said, "I think the word" zhi "in I don't know the sentence is the symbol of the preposition object, and the word" zhi "in" I haven't taught for a long time "is the abolition of sentence independence." After such controversy and discussion, the latter student's correct answer not only won 10 for the group, but also won warm applause for himself.
For another example, through questioning, answering and comparative analysis, the students themselves summed up the usage of "teacher": (1) In ancient times, there must be a teacher (noun, teacher) (2) I learned from Tao (noun as verb, learning) (3) I learned from him (noun as a teacher) (4) I learned from him. (1) During the whole competition, the teacher is responsible for judging and scoring the performances of both sides.
Grading should be fair and pay attention to mobilizing the enthusiasm of both parties. Because students are very concerned about the score of the competition, scoring can regulate students' mood, that is, it can encourage them at low tide and warn them when they get carried away.
Moreover, because the teacher's affirmation has a guiding role in students' learning, it is necessary to specifically point out the scoring points to clarify the direction of students' efforts. (2) When there is a dispute between the two parties, the correct answer must be determined.
When there is no answer, be responsible for giving the correct answer. This time can best reflect the authority of the teacher, and everything is subject to the teacher's answer (the answer of the part of speech is generally unique).
Some students try their best to defend their views in order to get more points, so teachers should produce conclusive evidence to convince students. Teachers are responsible for explaining grammatical phenomena or uncertain problems that students have never seen before.
Third, the teaching effect: after the improvement of teaching, due to the students' in-depth excavation of the teaching content and the novelty and uniqueness of the teaching design, the enthusiasm of students for learning has been fully mobilized, and the enthusiasm of students for reading classical Chinese has been stimulated. The classroom atmosphere has become active, and unprecedented warm scenes have appeared in the classroom. The students were angry and argued endlessly.
Some students with active thinking are even more witty. On the surface, it seems to be to get more points.
6. How to improve the efficiency of classical Chinese teaching in junior high school 1? Introduction Classical Chinese teaching is one of the important components of junior middle school Chinese, and it is also one of the key and difficult points in teaching. How to improve students' learning quality of classical Chinese is one of the most worthy problems in teaching and research.
At present, the classroom teaching of classical Chinese in junior middle school follows the "three old things" of reading, translating and reciting, with teachers "dying" and students "dying". The classroom atmosphere is lifeless and the teaching efficiency is low. "The way to teach lies in specialization". In order to comprehensively improve the quality of classical Chinese classroom teaching, teachers must constantly optimize teaching methods, guide students to master efficient and scientific learning methods, and effectively implement teaching.
2. Research on Strategies to Improve the Teaching Efficiency of Classical Chinese 2. 1 The call for introducing story elements into junior middle school Chinese curriculum reform to stimulate interest has been deafening. At present, the teaching of classical Chinese is still a scene of "insufficient spring breeze". Why do students lament that ancient Chinese is difficult to learn, but it is difficult to go to heaven? The reason lies in the lack of interest in learning. Classical Chinese has a long history, and its complicated grammar, syntax and abstruse written expression often make students feel like wax and lose interest.
As Rousseau, a French educator, said, "The art of education is to make students like what you teach." If teachers can stimulate students' interest in learning and make them fall in love with classical Chinese in the classroom teaching process, they can encourage students to actively participate in classical Chinese learning under the guidance of interest.
Teachers should be good at using multimedia tutoring, situational creation, fun games, historical allusions and other ways to add interest to the classroom and introduce students into classical Chinese learning. Many classical Chinese texts selected in junior middle school Chinese textbooks are related to historical allusions, myths and legends. Teachers can fully tap these interesting resources and use story elements to introduce students into the study of classical Chinese.
For example, in the learning process of the second volume of the seventh grade, Jingwei Reclamation and Kuafu Daily, the teacher can play a TV series Jingwei Reclamation and Kuafu Daily starring Shu Chang first, and wait until the students' attention is completely focused on the story content, and then the teacher can take advantage of the situation to teach, which can get twice the result with half the effort. With the help of wonderful videos, classroom lead-in can turn obscure ancient prose into vivid and colorful animation, which helps students grasp the plot of the article as a whole and deepen their impression of what they have learned.
It is easy for students to lose patience with the dense texts all day. A vivid video is like a torch that lights * * *, which can make students study in a relaxed and happy story situation, help to awaken students' sleepy thirst for knowledge and guide them to learn the text. 2.2 With the help of modern elements, the ancient and modern are connected. In the eyes of most students, classical Chinese always has an "old" flavor. What teachers use in class is nothing more than a "chalk+blackboard" teaching method, which is nothing new.
The teacher has been talking about words and translation for a whole class, and the students' learning enthusiasm has not been mobilized. The classroom atmosphere is lifeless and lifeless. In order to change this teaching situation, teachers should introduce modern elements into classroom teaching activities, innovate teaching methods, inspire students to connect the past and the present with the help of textbook dramas, and make the classical Chinese classroom full of vitality.
When teaching the ninth grade Peach Blossom Garden, teachers may wish to divide the students into groups of about 6 people on the basis of fully understanding the content of the article, and arrange the drama in the form of groups, so as to make the original boring classical Chinese learning relaxed and lively and make the classical Chinese classroom full of modern atmosphere. Students can rehearse freely in groups and play the roles of fishermen, Taohuayuan people, satrap and soldiers. Students imitate the manners, actions and language of fishermen and Taohuayuan people according to their own understanding of the text. Teachers can correct them, evaluate students' rehearsals and put forward suggestions and opinions.
In the first rehearsal, the teacher asked the students to perform in strict accordance with the language of the characters in the text, and they were not allowed to change their lines without authorization. In this process, students can guess the expression, tone and psychology of the ancients when they spoke, experience the refinement of classical Chinese, and increase their understanding of the actions and behaviors of the characters in the text.
In the second rehearsal, the teacher can let the students talk in modern language according to the needs of the plot, and the students can freely play and supplement the plot according to the needs of the plot, making the article as easy to understand and smooth as saying modern words. In the process of modernization of classical Chinese, students have a better understanding of the meaning of the original text, and on this basis, they re-engineer and learn to activate the characters in the book into personalized language, which is much more effective than teachers simply organizing recitation.
The rapid development of multimedia information technology provides endless power for the modernization of classical Chinese teaching. In addition to textbook drama, teachers can also use multimedia tutoring to enhance the expressive force of classical Chinese classroom. In the teaching process of Jingwei Reclamation and Kuafu Daily, playing videos for students with the help of modern multimedia technology can not only stimulate students' interest, but also make classroom teaching more vivid and deepen students' understanding of the text.
2.3 The key to clearing the obstacles in writing and sorting out classical Chinese learning lies in accumulation. Teachers should cultivate students' awareness of systematic learning from the first day of junior high school, so that students can sort out classical Chinese knowledge and lay a solid foundation for future classical Chinese learning. Recitation is one of the important ways to improve the reading level of classical Chinese.
We talked about stimulating interest and diversified teaching methods in the first two points, but this does not mean that students should completely give up reciting this learning method. The Chinese examination of the senior high school entrance examination shows that specific requirements are put forward for the famous classical Chinese articles that need to be recited, and students must memorize these important chapters.
With more and more reciting articles, teachers can guide students to sort out the contents of classical Chinese content words, function words, sentence changes, literary common sense and so on. It is necessary to summarize the phenomena of classical Chinese, such as different meanings in ancient and modern times, polysemy, interchangeable words and flexible use of parts of speech, and to master basic sentence patterns, such as judgmental sentences, passive sentences, inverted sentences and ellipsis sentences. Some common classical Chinese common sense, such as "female brother" means "sister", "three feet" means "sword, dharma and essay" and "romantic" means "you"
Cleverly sorting out these classical Chinese phenomena can help students remove reading obstacles and improve reading efficiency.