First, grasp the teaching materials and lay a solid foundation for classical Chinese. Usually learning classical Chinese, we must master the knowledge points that appear in the textbook:
1, pronunciation, including polyphonic words and heterosyllabic words.
2, meaning, including ancient and modern different meanings, polysemy, flexible use of parts of speech.
3. Classical Chinese sentence patterns, including special sentence patterns.
Second, Chinese textbooks emphasize the reading and reciting of classical Chinese, with the intention of enabling students to master the knowledge of classical Chinese, understand the meaning of the text and cultivate their language perception ability through more reading and reciting. Reading can be divided into four steps:
1. Read the text roughly with the help of notes.
2. Ask questions, solve problems and read the text carefully.
3. Deeply understand and intensively read the text.
4, appreciation and evaluation, familiar with the text
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2. Tips for Classical Chinese Teaching Classical Chinese teaching has always been a 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 learning, cultivate students' autonomous learning ability and questioning ability, and improve the classical Chinese teaching mode 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 their 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, 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 answer the questions within the specified 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, and watch 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 that this is to get more points, in fact.
3. How can a teacher speak classical Chinese well? After the teacher explains sentence by sentence, it is too much for students to "talk to themselves", which can improve their learning enthusiasm.
The four stages of students' "talking by themselves" in classical Chinese (1) Speaking words and expressions are the primary stages of students' "talking by themselves" in classical Chinese, which is carried out when students' knowledge of classical Chinese is weak. At this time, the study of classical Chinese is mainly based on the teacher's "sentence-by-sentence explanation", supplemented by the students' "self-talk".
During this period, teachers should guide students to remember the common sense of literature and culture, the meaning and usage of common real words and function words; Teach students to know common words, such as causative verbs and intentional verbs, and syntax, such as judgmental sentences and passive sentences, so that students can master the basic knowledge of classical Chinese grammar. At the same time, we should try our best to provide students with the opportunity to "speak for themselves". When you encounter words and expressions within the students' ability, you should try to "ask questions" and let the students speak.
At this time, the students speak by themselves, which is manifested in answering the teacher's questions about common sense and language points. For example, the first sentence of "The Martial Art of Candle Quits Qin Shi" (PEP requires 1) is "Qin Bo surrounded Zheng in the Jin Dynasty because he was rude to Jin and also rude to Chu".
The knowledge points that can be explained sentence by sentence are: ① Zheng: Zheng Guoguo; 2 take: preposition, because; ③ Language proximity: the preposition "language" and the noun "proximity" are postpositioned, which is also called "adverbial postposition" and translated before the predicate "rudeness". Y: right.
④ Yu Chu:? The above ① is the explanation of content words, ② is the explanation of function words, ③ is the explanation of sentence patterns, ④ You can pick them out and ask them to "speak for themselves". Because "Yu Chu" and "Yu Jin" here are both prepositional phrases, the preposition "Yu" can be translated into "Dui".
Asking students questions and asking them to talk about "Yu Chu" is not only a test of students' listening effect, but also a talk about their primary training. (2) After students have accumulated a certain knowledge of classical Chinese, they can explain the specified paragraphs by reading reference books and reference books.
When explaining the essay, the following steps should be followed: ① Read aloud, that is, read the essay once to correct pronunciation and make students familiar with the essay again; (2) Q: When students who are "talking by themselves" are preparing to talk by themselves, some questions may not be found out. You can ask the teacher or classmates first; (3) to speak and explain the knowledge points that you think are important; (4) Translation, that is, translating the paragraph once and translating it as literally as possible; Answer, answer the questions of classmates or teachers. This is a more formal "talking to yourself". Students who reach this level have relatively high reading ability in classical Chinese.
(3) After a certain appreciation training, the average student should have no problem with the simple classical Chinese knowledge of "talking by himself". In other words, ordinary students can read simple and easy-to-remember classical Chinese independently, and there is no writing obstacle.
At this time, students should be properly guided to "talk" about the appreciation of classical Chinese.
4. Several problems should be paid attention to in the teaching design of classical Chinese. Classical Chinese teaching is an important place for Chinese teaching in middle schools. The Chinese Teaching Syllabus for Middle Schools clearly stipulates that middle school students should have the ability to read simple classical Chinese. However, because classical Chinese is different from modern Chinese in both life content and language form, the teaching of classical Chinese in middle schools is a difficult point. Lack of understanding of classical Chinese teaching, or overemphasis on the difficulty of teaching and learning classical Chinese are not conducive to classical Chinese teaching. Therefore, it is not compulsory to explore classical Chinese in junior high school. In the eyes of many people, classical Chinese is just a bunch of symbols without aesthetic feeling. How to attract students and attract them into the palace of classical literature with the charm of classical Chinese? In my opinion, interest is the best teacher and motivation is the best means. When designing the teaching content, teachers should give full consideration to the possible difficulties in students' study, and popularize, animate and visualize the obscure language of ancient Chinese. It is necessary to eradicate students' psychological obstacles in learning ancient Chinese and arouse their enthusiasm; The content of design should be close to life, so that students can apply what they have learned. Knowledge is useful, but solidified knowledge is useless. Learning ancient Chinese is to inherit and develop China's excellent cultural traditions and serve modern Chinese. Second, understanding is very important. Traditional Chinese course regards teaching classical Chinese knowledge as the main task of classical Chinese teaching. This is understandable, but over time, what students see is only boring ancient Chinese characters, which is dazzling. How easy is it to arouse students' enthusiasm at this time, such as dizzy and flexible use, elusive function words in classical Chinese, different from special sentence patterns in modern Chinese? From this perspective, it is really a big misunderstanding to master knowledge in isolation without reading. In my opinion, teachers should use intuitive methods or key questions to stimulate students to understand the main idea, grasp the author's emotions, and talk about accumulation on the basis of understanding, which will have a multiplier effect. Third, emphasize expansion and comparison. Mr. Ye Shengtao said: Chinese textbooks are nothing more than an example, and students should be able to draw inferences from this example. When designing ancient Chinese teaching, they should not teach for exams. We should aim at broadening students' horizons, enhancing their thirst for knowledge, improving their reading comprehension and criticizing the essence and fine traditions of ancient culture. Instead, you will get the effect of asking for fish instead of fish. I like ushinski's sentence: the basis of comparative thinking. When designing classical Chinese teaching, only by making students compare and study different contents, seeking common ground while reserving differences, expanding and extending, and combining and accumulating can students firmly grasp the knowledge they have learned. For example. When studying Sun Quan's article, we can compare it with Shang, so that students can analyze the differences between them and grasp the profound meaning of the article. Fourth, we should pay attention to experience and explore deeply. In the teaching design of classical Chinese, there is often a lack of dialogue between students and texts. Reflecting on the traditional teaching mode, we should all strive to get rid of the bad habit of step by step, pay more attention to students' experience, provide them with learning methods and leave a broad research space. Although most of them contain rich essence, there are inevitably some negative or unreasonable factors in the text due to the limitations of the times and the author's own thoughts. Therefore, it is necessary to guide students to explore in a deeper level and let them appreciate, distinguish, analyze and critically inherit the text. In addition, some problems should be paid attention to when designing teaching content, such as: don't cover everything in class, but do complete research teaching; Or go to the end and digress from Wan Li; Emphasis should be placed on reading, so that students can experience and taste in reading. In short, in the teaching of classical Chinese, we have to keep abreast of the learning situation, enter the text and be determined to innovate. Boring classical Chinese can be boring, and students can also enjoy the cultural feast left by the ancients.
5. Is the requirement of classical Chinese teaching the requirement of classical Chinese reading teaching? It seems that only I can answer this question here. If we follow the requirements of classical Chinese teaching, we have to redesign the teaching materials, primary schools begin to understand the structure of classical Chinese, and junior high schools enter various classical Chinese writing training. The university only requires writing all kinds of documents in classical Chinese. Obviously, this means that teachers from all over the country will come back, which is impossible. At present, it is impossible. Therefore, only reading teaching is possible. The so-called reading teaching is to understand various keywords through memory, and then you can understand and understand their general meanings in various simple classical Chinese, so as to achieve the effect of basically reading simple classical Chinese. This is the only model that can be adopted at present, and the advantage is that the current teachers can completely meet it without any burden. According to the above analysis, the teaching of classical Chinese reading should be carried out in the following aspects: compiling the teaching syllabus step by step, choosing article teaching according to different times, mastering basic real words and function words, paying attention to training and deepening the understanding of vocabulary in test sites, and strengthening students' mastery of broken sentences. Classical Chinese teaching is basically impossible, involving the reform of the whole education system, teaching materials, culture and curriculum, so I won't talk about it.