1, "Knowing the True Face of Lushan Mountain"-Fan Reading Reproduces the Poetic Melody.
Both poetry and lyric prose have a certain rhythm, or they are in neat opposition, or their levels are uneven, or they are unstoppable, or they are intermittent like mountain springs. The melody of poetry comes from the level tone, rhyme, antithesis and sentence changes in Chinese. Therefore, accurate reading is the first step in learning. A teacher's demonstration reading or a famous teacher's standard reading recording can give students a demonstration and solve the problem of sentence breaking. Especially in the teaching process of ancient Chinese, the gap of the times and the change of language make students learn very hard. Model essay reading can effectively shorten students' cognitive process and achieve twice the result with half the effort. After that, students can read freely, or read together, or read alone to consolidate their knowledge.
2. "Touch your soul with my voice"-students' personalized reading.
Different readers will have different feelings about the same poem. Therefore, in the process of reading aloud, different readers treat the same sentence in different ways. For example, the first two sentences of Li Bai's poem "Into the Wine" say, "I don't see how the water of the Yellow River moves out of heaven and into the ocean, which is gone forever. You can't see the lovely hair in the bright mirror of the high room. Although it is silky black in the morning, it has turned into snow at night. " One sentence tells the author's sad feelings that time flies and talent has not met. However, when some students read "Don't you see the water of the Yellow River moving in the sky" and "Don't you see how cute Gao Tingming's mirror lock is", they are eager to try it, like a storm, reappearing the poet's wild and unruly personality; Some students read "I didn't see you" calmly and kindly, and they are ready for the next step. "How the Yellow River Water Moves the Sky" runs through in one breath, "Falling from the Sky" reaches the highest pitch, and "Running to the Sea" is magnificent. "Gone forever" is like a waterfall, with a deep sigh. Personalized reading reflects students' different understanding of the poet's works and personalized re-creation on the basis of understanding. Without personalized reading, students will not have * * * sounds with the author, will not have their own unique feelings, and will not be able to develop independent aesthetic habits.
3. "Stones from other mountains can attack jade"-Reading with music
Poetry is sung first, and poetry and music can be described as brothers. Poetry and songs edify and move people with their beautiful melodies, so as to achieve the purpose of rejuvenating or viewing or complaining. Therefore, in verse teaching, we must not ignore the existence of music and the role of music in verse teaching. The styles of poetry are varied and colorful. Some are bold and unrestrained, some are subtle and graceful; Some are chic and elegant, and some are depressed and frustrated; Some are light and bright, and some are generous and sad. If we can match these beautiful sketches with music with similar styles, we can match the red flowers, green leaves and blue sky and white clouds, and make each other interesting. Exquisite music recitation can not only improve students' attention, but also help listeners to better perceive the artistic conception of the work, understand the author's thoughts and feelings, and accept the double edification of language beauty and music beauty. For example, A Farewell to Cambridge is accompanied by a cello swan. The soothing and beautiful melody of Swan strongly shows the author's infinite attachment to Cambridge. The lake is to the swan what Cambridge is to the author. The two complement each other and can cause the listener to sing strongly. The melody of the guqin song "Three Chapters of Yangguan" is low and sad, which complements the sadness of parting in Wang Wei's "Two Ambassadors Anxi" and makes people cry. On this basis, teachers can also organize a recitation competition with music, so that students can integrate into the realm of poetry under the influence of music, and literature and music can jointly enhance students' ideological realm and aesthetic realm.
2. How to teach Chinese reading in senior high school An old saying goes: "Read it a hundred times and you will know its meaning."
Reading refers to the activity of transforming the written language that attracts vision into the auditory language that attracts hearing. Reading teaching is to recreate the artistic image in written language through spoken language, accurately, vividly and vividly reflect the ideological content, so that students can obtain a lot of information and knowledge in Chinese textbooks and enjoy beauty.
Since ancient times, reading aloud has been an important way for people to learn, master and use languages, and it is also a wise and main teaching method of our ancestors. The ancients often said: "Read 300 Tang poems by heart, and you can recite them if you can't write."
Han Yu also wrote in Xue Ji: "The mouth is full of songs of six arts." Can be used as evidence in this regard.
In modern times, Mr. Zhang Zhigong summed up an important experience of traditional Chinese teaching: "Teaching should focus on the instrumentality of Chinese ... mainly in two aspects. 1. To master and use Chinese well, you must first have rich materials in your hand.
The ancients always emphasized reading more. They think that only by reading more can they write well.
They said,' Reading is like breaking thousands of books, and writing is like God's help.' They don't advocate narrowness, they advocate broadness.
Students are required to' be knowledgeable, interrogate, think carefully and distinguish'; Require' a general history of poor classics' and be familiar with' 100 dialects'; They don't all advocate' covering their ears and stealing bells'. People of insight advocate' reading thousands of books and taking Wan Li Road' ... but after all, they think that reading more books is the fundamental thing.
3. How to guide students to read classical Chinese Traditional classical Chinese teaching is generally the teacher's first talk, and then a detailed analysis of the text content. In fact, if students are unfamiliar with the text, even if the teacher speaks happily and analyzes clearly, students will not leave much impression. If students are familiar with the text and even recite it, they will feel and understand it from reading. As someone said: "The final completion of a work of art is in the process of reading." This is not unreasonable. The process of reading is the process of understanding and comprehension. Therefore, classical Chinese classroom teaching must strengthen reading teaching, from teachers' explanations to students' reading exercises, from translation and grammar to guiding students' reading.
1. Give scientific guidance to students' reading. First, let the students read the correct pronunciation and clear sentences. There are many uncommon words, polysemous words and phrases in classical Chinese, and occasionally there are interchangeable words and broken sentences. For these types of words, students should be carefully trained in teaching and corrected in time. Secondly, we should read the rhythm of the sentence correctly and let the students know where to pause and where not to pause. If the pause is wrong, the understanding of meaning is wrong. Remind students to pay attention to punctuation marks in the article, especially the small pauses in long sentences.
2. Understand the meaning of words and sentences. Words cannot be separated from sentences, and sentences cannot be separated from articles. The key to understanding the meaning of words and sentences is whether students can use their existing knowledge, ability and experience to have a correct understanding and understanding of the new text. If the first step in reading should be "if it comes from my mouth", then this step should be "if it comes from my heart". For example, there are many complex sentences in the chapter "I Want Fish" by Mencius, but it is not easy to see the types of complex sentences because there are no related words. Students can consciously supplement these related words in the close reading of If It's Out of My Heart, so as to understand the meaning and speed up the recitation.
3. Read the main ideas, feelings and meanings of the article. This step is the overall understanding of the article and the sublimation of students' understanding on the basis of the first two steps of reading. The feeling of reading an article is the tone and language potential of reading an article, which shows the ups and downs of the article. "Give it back to the enthusiastic place and the euphemistic place." At the same time, we should understand the mood of emotion, lament and joy expressed by function words, and understand the feelings expressed by sentences with neat structure and rhetorical devices such as contrast and symmetry, so as to understand the author's position, views and thoughts.
4. Flexible use of a variety of reading methods. Generally speaking, reading methods can be divided into guided reading, group reading and autonomous reading. Teaching should be based on self-study. In the process of students' reading, teachers can ask questions and let students read with questions. At the same time, students can put forward different requirements every time they read. When reading in groups, it can be divided into boys' groups and girls' groups, so that boys and girls can read in groups, with the help of different timbre, tone, pitch and tone of boys and girls.
5. Pay attention to teachers' demonstration reading. Successful model essay reading itself is a guide for students to read. At the same time, in addition to the tapping of sound, the infection of expression and the assistance of action, there is also a sense of admiration and conviction generated by teachers' own literacy and skills in students' hearts, which in turn forms a multifunctional radiation and drive, so that those students who don't like reading can increase their investment in reading, improve their interest in reading classical Chinese, and finally regard reading classical Chinese as a conscious behavior.
4. How to recite classical Chinese teaching in senior high school and how to recite it; Several sentence patterns, such as inversion, attributive postposition and word usage, make a verb mean a verb.
The meaning of common words. That's enough.
The national college entrance examination paper comes from the five-point dictation book, and the sub-topics cannot be lost. Read a classical Chinese, three or four multiple-choice questions, examine sentence grammar, summarize content understanding, and use interchangeable words.
Translate two sentences and examine the translation of key words. The fluency of sentences should not be lost. There is also practice. If you are a senior three, you can write a classical Chinese every day, and the effect is very good. Classical Chinese teaching has always followed the traditional mode of "solving problems-background introduction-cross talk translation-sentence depth analysis-reciting and memorizing", which is costly and inefficient.
So, how to improve the effectiveness of classical Chinese teaching in junior high school? Based on my own practical experience, I have summarized the following teaching strategies: 1. "Reading a book a hundred times will help you understand yourself." As the saying goes, "Read 300 Tang poems by heart, even if you can't write, you will recite them." Yao Jichuan also said: "Generally speaking, people who study ancient Chinese must read aloud and slowly. It takes a long time from enlightenment.
If you can watch silently, you will be a layman all your life. The truth of reading is that reading can cultivate a sense of language, be familiar with vocabulary and sentence patterns, and experience the thoughts and feelings in the language.
Then grasp the author's interest, momentum or charm. It is not only a process of language accumulation, but also an aesthetic process from changing sentences to expressing feelings rhythmically.
Therefore, I think that in teaching, it is essential for teachers to demonstrate reading or students to listen to multimedia reading, and students to read together. To read aloud, you must first "pronounce clearly".
The pronunciation of some words in classical Chinese is different from that commonly used in modern Chinese today, which requires our teachers to read models or students to listen to multimedia reading to deepen their memory. For example, I should read "yāo" instead of "Yao" in the sentence "I'm going home soon" in The Peach Blossom Garden.
The existence of these homophones in classical Chinese makes model reading particularly important. In addition, we should "read the sentences clearly".
Middle school classical Chinese textbooks all have punctuation marks, and sentence pauses are easy to master. The difficulty lies in the grammatical pause in some complicated sentences. For example, in the Analects of Confucius, "review the past and learn new things, and you can be a teacher."
A word in ancient Chinese is a word. The ancient meaning of "can" is: you can rely on it, while "think" omits "know".
Therefore, this sentence should be read as "review the past and learn new things, and you can be a teacher." It can't be misinterpreted as "reviewing the past and learning the new, you can be a teacher."
Through model essay reading, students can master the pause of syllables and read fluently. At this time, the teacher will guide students to read silently against the text notes. On the basis of reading, the teacher will read aloud by name in teaching and organize synchronous reading.
This can stimulate students' interest and confidence in learning. When they read more, they will naturally recite, so that they can understand and appreciate the thoughts and feelings in the language. Reading aloud runs through the whole teaching process and cannot be regarded as a teaching link in isolation.
Its so-called "reading a hundred times" is self-evident. Second, stimulate interest.
Einstein said: "Interest is the best teacher, and it often trumps the sense of responsibility." Indeed, interest is the internal motivation to promote students to learn knowledge and develop innovative thinking.
Therefore, when teaching ancient Chinese, teachers should first arouse students' learning enthusiasm, thus improving the timeliness of the classroom. In addition to the above reading methods, in guiding and stimulating students' interest in learning classical Chinese, I also summarized the following methods: 1, appropriately introducing, creating situations, guiding students to take classical Chinese classes, and making them feel the fun of walking in.
For example, when studying Mulan's poems, first show students the highlights of the movie Mulan, thus arousing their interest in learning this article. 2. In specific text teaching, choose or play stories related to the text or the author to stimulate students' interest in learning.
For example, when I study Sun Quan's persuasion, I will tell a few short historical stories related to Sun Quan and Monroe. When studying the Analects of Confucius, I will briefly tell the story of Confucius traveling around the world.
Let students be moved and active, and improve the classroom teaching effect. .
Classical Chinese teaching has always followed the traditional mode of "problem solving-background introduction-cross talk translation-sentence depth analysis-recitation", which has high cost and low efficiency. So, how to improve the effectiveness of classical Chinese teaching in junior high school? Based on my own practical experience, I have summarized the following teaching strategies: 1. "Reading a book a hundred times will help you understand yourself." As the saying goes, "Read 300 Tang poems by heart, even if you can't write, you will recite them."
Yao Jichuan also said: "Generally speaking, people who study ancient Chinese must read aloud and slowly. It takes a long time from enlightenment. If you can watch silently, you will be a layman all your life. "
The truth of reading is that reading can cultivate a sense of language, be familiar with vocabulary and sentence patterns, and experience the thoughts and feelings in the language. Then grasp the author's interest, momentum or charm.
It is not only a process of language accumulation, but also an aesthetic process from changing sentences to expressing feelings rhythmically. Therefore, I think that in teaching, it is essential for teachers to demonstrate reading or students to listen to multimedia reading, and students to read together.
To read aloud, you must first "pronounce clearly". The pronunciation of some words in classical Chinese is different from that commonly used in modern Chinese today, which requires our teachers to read models or students to listen to multimedia reading to deepen their memory.
For example, I should read "yāo" instead of "Yao" in the sentence "I'm going home soon" in The Peach Blossom Garden. The existence of these homophones in classical Chinese makes model reading particularly important.
In addition, we should "read the sentences clearly". Middle school classical Chinese textbooks all have punctuation marks, and sentence pauses are easy to master. The difficulty lies in the grammatical pause in some complicated sentences.
For example, in the Analects of Confucius, "review the past and learn new things, and you can be a teacher." A word in ancient Chinese is a word.
The ancient meaning of "can" is: you can rely on it, while "think" omits "know". Therefore, this sentence should be read as "review the past and learn new things, and you can be a teacher."
It can't be misinterpreted as "reviewing the past and learning the new, you can be a teacher." Through model essay reading, students can master the pause of syllables and read fluently.
At this time, the teacher will guide students to read silently against the text notes. On the basis of reading, the teacher will read aloud by name in teaching and organize synchronous reading. This can stimulate students' interest and confidence in learning. When they read more, they will naturally recite, so that they can understand and appreciate the thoughts and feelings in the language.
And will read aloud throughout the teaching process.
5. What are the reading guidance methods for Chinese reading in senior high school?
First of all, start with Chinese textbooks, select reading contents and increase the capacity of reciting. Choose the articles with beautiful language quality in the textbook as the content for students to read, or the articles with beautiful language and catchy words, such as Spring and Winter in Jinan. Or vivid and touching articles, such as Ansai waist drum and Haiyan; Or philosophical and thought-provoking articles, such as Talking about Life and Trees. Paying attention to how to use language in different contexts as a whole and understanding the application rules from specific language materials can broaden our horizons and finally solve the problem that students' reading content is divorced from social life and social reality. In addition, the author thinks that the classical Chinese included in the textbook is a good reading material, which is of great help to cultivate a sense of language.
Second, starting with teachers, strengthen teachers' reading demonstration and strengthen reading guidance and supervision. Listening to excellent reading, just like listening to a beautiful song, requires teachers to have excellent basic reading skills and skilled reading skills, and to teach students certain reading knowledge and reading skills. The teacher's reading demonstration has a great influence on students. Reading with sound and affection can give students a strong aesthetic enjoyment and help them perceive the text intuitively. As the organizer and guide of classroom teaching, if teachers can provide students with accurate, clear, loud, fluent and emotional demonstration reading in the process of leading students to appreciate the text, it will not only help students form a correct sense of language and avoid reading wrong words and sentences, but also help students understand the text, induce students to feel * * * and inspire students to discover the beauty of words, language and language in the text. So as to solve the teaching problems of lack of scientific guidance, lack of systematic order and non-compliance with teaching laws in reading teaching. For example, when teaching American literature, the author often starts with reading, and adopts methods such as reading with music, reading with roles and reading with expressions. Through reading, students are encouraged to form personal opinions, and then analysis and rereading on this basis can often achieve unexpected results.
In fact, reading teaching has a higher level of innovation. For example, we can design reading aloud as a class type, a teaching clue, an appreciation process, a teaching material processing method, an information extraction activity and so on.
Second, starting from students, students can correctly read the stress and pause, and use the intonation and speaking speed appropriately. Often train students' reading ability. Reading ability is generally manifested in the application skills of stress, pause, speech speed and intonation. Mr. Ye Shengtao said: "There are only three differences in intonation: high and low, strong and weak, and urgent and urgent." Reciting an article is nothing more than using these three intonations intricately on the basis of understanding and experience of the article. As the saying goes, reading means that the reader puts himself in the author's shoes, speaks for the author with his own mouth, conveys the author's thoughts and feelings with his own voice and tone, and plays an infectious and educational role in reading materials. Therefore, the sound skills such as stress, pause, speech speed and intonation are not beyond the skills of reading materials, and their application is subject to the thoughts and feelings of reading materials and determined by the ideological content of reading materials.
6. How to guide classical Chinese reading teaching in classical Chinese teaching is the key and difficult point in junior high school teaching. How can we make teachers teach easily and students learn happily? This is a question worthy of discussion by our junior middle school Chinese teachers. I think classical Chinese teaching must break the traditional teaching mode. In the traditional teaching of classical Chinese, teachers usually talk in a string, explain the meaning of the text clearly, then analyze the content of the text in detail and summarize the artistic techniques. In fact, if students are not familiar with the text before explaining it, even if the teacher speaks happily and analyzes it deeply, students will not be deeply impressed. The effect is not good. If students are familiar with the text in advance, or even recite it, they will perceive and understand the content of the text from reading. As the saying goes, "Reading a hundred times is self-evident", which makes sense. The process of reading is actually a process of knowing and understanding. Therefore, classical Chinese classroom teaching must strengthen reading teaching, take reading teaching as the top priority, and change from teacher-oriented to student-oriented reading practice.
7. Senior high school students should learn classical Chinese well from the following three aspects:
First of all, learning classical Chinese should achieve "three more": reading more, reciting more and practicing more.
The ancients learned classical Chinese by heart. Recite 300 Tang poems, and you can recite them even if you can't write poems! Although we don't have to shake our heads like the ancients, their habit of attaching importance to reading is undoubtedly worth learning and learning from. When we say "read more", we should not only read textbooks, but also read books. If there is an opportunity, we should also read as many works in classical Chinese as possible, such as Four Books, Five Classics, and Zi Tong Zhi Jian, so as to broaden our horizons as much as possible. "Recite more" means that all the texts that need to be memorized must be memorized by letters, and it is best to write them down word by word, and even punctuation marks should not be wrong! You must not think that this is just "rote learning". If you can persist, then, imperceptibly, you will naturally master the ancient language habits and methods of choosing words and making sentences, and your ability to read classical Chinese will naturally be cultivated. "Practice more" is one of the shortcuts to improve the reading ability of classical Chinese. We should not only complete the after-school training seriously, but also do more classification training of related words, so as to broaden our horizons and improve our comprehensive quality.
Secondly, learning classical Chinese should not only learn to attend classes, but also pay attention to preview and review.
In preparation before class, in addition to clarifying the accidents in the footnotes, we should also circle a detailed outline, combine the context, ponder over it repeatedly, find out what we can't understand for the time being, and pay more attention to those different from modern Chinese. Of course, if conditions permit, we should also collect relevant information in case of emergency. When previewing, don't forget to read the text repeatedly, and try to read the author's tone, weight and feelings as much as possible, so as to be fluent and full of emotions. If you have time, you can also make question cards for places you don't understand, so as to communicate or interact with teachers in class in time. Listen attentively to the lecture with questions in class, take notes carefully, and express your opinions in time, especially the places that you haven't understood and the teachers have ignored. Be sure to "ask why", don't have no choice but to pretend to understand! Reviewing after class is particularly important. Through review, we can not only consolidate our learning achievements, but also deepen our understanding, learn from others and cultivate our migration ability. Therefore, students must not be greedy for convenience. If you just listen in class, then you may be like a "monkey breaking corn"-losing corn to pick peaches, losing peaches to move watermelons, losing watermelons to chase rabbits, and leaving rabbits empty-handed-and finally, you will get nothing!
Third, to learn classical Chinese, we must learn to learn.
Some students think that learning classical Chinese is nothing more than translating texts. Therefore, holding on to reference books in class is like a drowning person holding on to a life-saving straw, treating it as a treasure, respecting it as a god, and listening to any reference books! As everyone knows, these people mistake crutches for legs, and they can't walk without crutches! They generally don't like to listen to the teacher's explanation in class, and they don't think with their brains. They think there is everything in the reference books, so there is no need to worry about this luxury. But in the long run, the dependence on reference books is like a time bomb, which may kill you at any time! As soon as they opened the reference books, they knew everything at a glance; However, once the reference book is closed, it is like a child who can't walk without crutches and gains a blank face! Therefore, we should use reference books scientifically and borrow them only when necessary, because they are at most spare crutches. Don't treat them as "feet". We should go step by step on our own, and any opportunism can only be in vain!
8. How to effectively carry out classical Chinese teaching in senior high schools Ancient classical Chinese is an artistic treasure in the cultural history of China and the essence of China culture.
In recent years, people pay more and more attention to the study of ancient poetry. The learning method of ancient poetry has also become the content discussed by many teachers.
In the traditional teaching of classical Chinese, teachers usually use the method of analysis and explanation, word by word and sentence by sentence, which lacks vividness and vividness and is difficult to stimulate students' reading interest and learning initiative. Students only passively accept the knowledge instilled by teachers, and they simply don't know how to use what they have learned to understand and master new knowledge.
Therefore, it is necessary to reform the teaching of classical Chinese in senior high schools. The following are some practices and experiences of the author in teaching. First, contact historical facts to arouse students' thirst for knowledge. Classical Chinese topics selected in Chinese textbooks for senior high schools are mostly pre-Qin prose and hundred schools of thought's essays.
Related to the social politics of this era, although many works are literary, they are basically loyal to historical facts, and characters and events are interrelated. The resulting ten tricks, such as "fighting Qin by candlelight" and "destroying Wu by Gou Jian", are mixed with many important historical figures and events, forming a close causal relationship. If the teacher only teaches the text in isolation and does not pay attention to the connection with historical events, the result is not easy to stimulate. Second, students can't understand the logical connection between historical cognition more thoroughly, which affects the memory effect; Thirdly, students can't deeply understand the vastness of knowledge vilen, so it is extremely difficult to guide and cultivate their thirst for knowledge. Therefore, language teachers should read more history books and be familiar with the history of China.
When teaching students relevant historical knowledge, it is even more vivid, detailed and vivid than the teaching of history teachers. This will play an inestimable role in cultivating students' interest in learning classical Chinese and improving the effect of Chinese classroom teaching.
Second, create a democratic, equal and relaxed teaching environment, so that students "love learning". "Chinese New Curriculum Standard" points out that students are the main body of learning and development.
In the past, teachers always talked about students' listening blindly, which greatly ignored students' subjectivity and made the classroom lose a lot of vitality. How to revitalize our classroom is to change our teaching philosophy, create a democratic, equal and relaxed teaching environment, and let students boldly participate in teaching activities. Therefore, teachers should try various teaching forms to make students really want to learn classical Chinese. We divide the whole class into 5-6 students in each group. In the process of learning classical Chinese, we usually use group autonomous learning and cooperative learning to teach.
For example, studying Qin's articles, there are nine groups in our class. Then, according to the number of assigned contents, the time for students' autonomous learning and cooperative learning is determined, which is generally 10- 15 minutes. The students in each group get together to study the content of this group. Because it is necessary to evaluate which group does better, the students in each group will actively participate in the study. This can not only prevent students from dozing off because of learning classical Chinese, but also stimulate students' competitiveness, so as to study actively and seriously. The whole classroom is democratic and relaxed, students' interest in learning is high, and the teaching efficiency is obviously improved. Thirdly, combined with language appreciation, we can read some distinctive language rules of classical Chinese in senior high schools, such as sonorous phonology, intonation, implicit language and scattered sentence patterns, which are mostly suitable for "understanding" rather than "speaking".
But tacit understanding is not only visible to the eyes, nor can we get much understanding from the teacher's careful analysis. Finally, it is repetition, speculation, perception, observation and belief. After students have an overall understanding of classical Chinese, teachers can guide students to analyze the text in order to achieve the goal of mastery.
First of all, we should analyze the meaning of words and sentences; Secondly, we should understand the meaning of the text, combine the content of the text and distinguish the levels; Finally, we should summarize the writing characteristics. In the process of analysis, teachers should not cover everything.
Teachers don't talk about what students can find in after-class notes or pre-class tips; Teachers should inspire and guide students in time, and they can get information through teaching. After the analysis, students not only consolidated the old knowledge, but also learned new knowledge, strengthened the connection between the old and new knowledge of classical Chinese, and paid attention to the cultivation of students' self-learning ability.
Fourth, reading a book a hundred times is self-evident. If you want to read classical Chinese thoroughly, it is not enough to read it only two or three times in class. You also need to spend more time reciting by synchronous or asynchronous dictation after class to help you write, promote reading by writing, and establish a learning process of reading and writing. After the study of Afang Palace Fu came to an end, I got in touch with the head teacher, and several classes jointly held a poetry reading contest and a calligraphy contest, which played a certain role in encouraging students to read. I checked the knowledge points of this lesson and found that the students remembered it very well and rarely lost points.
With the gradual deepening of the new Chinese curriculum reform in senior high schools, teachers have made many new attempts in the field of classical Chinese teaching and achieved certain results. However, compared with modern Chinese, the pace of classical Chinese is still relatively slow, and the achievements and efforts are still disproportionate. Therefore, we should continue to develop more effective teaching methods of classical Chinese, and build an efficient classroom based on the principle of improving teaching quality.