First, strengthen students' preview before class:
Before learning classical Chinese, make clear the requirements for preview. I usually let them watch, check and ask questions. First reading means: read through the text, clear the main idea, and taste good sentences; Second, search refers to: searching for information about the author and writing background; Check the reference books again to understand the meaning of notional words and function words in classical Chinese. ; Three questions refer to the difficult problems that students encounter in their own translation process and ask questions in class. In this way, students can develop good self-study habits and self-study ability. At the same time, it can also make students actively participate in the classroom, enliven the classroom atmosphere and change the boring classroom of classical Chinese teaching.
Second, use a variety of methods to stimulate students' interest
Junior high school students are lively and eager to learn, and use various methods to teach, so that students can learn easily and enjoy learning. In teaching, teachers should avoid intensive lectures and in-depth analysis, which will bind students' thinking and make the classroom atmosphere like a stagnant pool. For example, when teaching the article "Carving a Boat and Seeking a Sword", I asked students to draw some pictures according to the content of the text, and attach text descriptions to promote students' understanding of the content of the text and grasp the key points. For example, teaching "Zheng Ren to buy shoes" can help students understand the moral of the story by telling stories. "Yu Gong Yi Shan" allows students to master the content of the article and experience the character through debate ... In short, in the teaching of classical Chinese, various forms should be taken to fully mobilize students' learning enthusiasm and cultivate their awareness of independent learning and their ability to analyze and understand problems.
Third, emphasize familiar reading and reciting, but also pay attention to fun.
The requirement of Chinese syllabus for junior middle school classical Chinese is: "Understand the content and be able to read and recite some basic texts smoothly." Familiar reading and reciting is a necessary way to cultivate classical Chinese reading ability and consolidate learning achievements, and it is a kind of training that can't be replaced by any other teaching activities. Only by familiarizing students with reciting, deepening their understanding and accumulating knowledge can they improve their reading ability in classical Chinese. Let students be familiar with reading and reciting, and pay attention to making a fuss about interesting words. For example, when teaching traps, let students use simple props to simulate the process of making traps, so that students can master the main points of reciting this article and recite the text easily. For example, when teaching the Peach Blossom Garden, I adopted the form of letting students perform, pretending to be fishermen, villagers, satrap and Liu Ziji respectively, imitating their respective languages, actions and manners, so that what fishermen saw, heard and felt when they entered the Peach Blossom Garden can be clearly reproduced, and on this basis, reciting the text will come naturally.
In short, in the teaching of classical Chinese, we should teach students in accordance with their aptitude, be flexible and diverse, turn interest into spring breeze, and make the barren and boring classical Chinese teaching classroom full of laughter.
2. How can we make classical Chinese more vivid? In the traditional teaching of classical Chinese, "every word is implemented and every sentence is clear" is regarded as a classic of eight characters.
I think the positive significance of these eight-character scriptures lies in dredging the meaning of the text, which is an essential first step in classical Chinese teaching. However, this eight-character sutra also has many disadvantages. First, ignore the students' existing knowledge level and learning experience, and regard the students as a container in which the teacher can add a note casually.
Second, the classical Chinese text is fragmented, lacking aesthetic taste, and students are as tasteless as wax. Third, this teaching method is too rigid, which has caused the biggest drawback of classical Chinese teaching: there is "speech" without "text"
In classical Chinese teaching, I first guide students to read aloud. The ancients said that "you can only get your meaning by reading a hundred times" and attached importance to the role of reading in the teaching of classical Chinese. Students can read classical Chinese fluently, fluently and emotionally, so the understanding of meaning is inseparable.
In teaching, through reading aloud, self-translation, mutual translation and discussion with reference to the text notes, and then the teacher gives appropriate explanations and explanations to key words and sentences, students can dredge the meaning of the text. Sometimes students can also be asked not to open the text first, send the text without sentence breaks to the students, and then compare it with the text to find out the inconsistencies and analyze the reasons.
These practices are helpful for students to understand the meaning of the text. In this way, the enthusiasm and initiative of students are mobilized, and teachers are relaxed and lively, without having to "implement every sentence and make every sentence clear".
On the basis of students' understanding of the meaning of the text, teachers will analyze and discuss the elements of the "text" such as the thought, emotion, theme, structure and artistic characteristics of classical Chinese, which is the basis. For example, in Sun Quan's article, we can ask: How did Sun Quan persuade him to study? Why should we persuade the school? Suggest who? What is the effect of persuasion? What does Sun Quan's surrender incident give us? Students can express their understanding of these elements of the text and deepen their understanding of the structure and theme of the article.
Of course, teaching is regular, but there is no fixed law. Teachers can also compare simple and easy-to-understand classical Chinese according to students' knowledge level and the difficulty of the text. In the process of understanding sentences, the elements of "text" are also interspersed among them, which is seamless.
You can also use performances, paintings, multimedia and other means to make the teaching of classical Chinese vivid, and students will like classical Chinese. It can achieve the purpose of dialogue between students' minds and ancient philosophers' minds, cultivate students' minds and inherit the excellent culture of the Chinese nation.
The disadvantage of "word" without "word" in classical Chinese teaching can be eradicated.
3. It's interesting to say 1 in classical Chinese at first, accumulate a large number of content words in classical Chinese, and master its different meanings in different contexts.
There are 120 notional words in classical Chinese stipulated in the college entrance examination syllabus, which is the most fundamental and the source of the topic. Most notional words are polysemy and have different meanings in different contexts, which increases the difficulty of learning. For example, the word "Yu" has many meanings, such as passive, present, reason, mood particle and so on.
You should master the common expressions. There are ancient and modern synonyms and interchangeable words, which also need to be mastered. It is enough to master the most common ones.
2. Distinguish function words, and master their part of speech and function in sentences and their meanings in paragraphs. There are eighteen function words frequently tested. Function words are investigated from two aspects, one is the meaning in the paragraph, and the other is the part of speech and function in the sentence.
Some function words are transformed from content words, so we should practice frequently, read more and recite more, and master the sense of language. The same function word has different meanings in different positions, such as how to express rhetorical questions at the beginning of a sentence, how to express them in a sentence, and how to express auxiliary words at the end of a sentence.
3. Understand the grammar knowledge of ancient Chinese and improve the reading ability of classical Chinese. Grammar is the key to learning classical Chinese, which mainly includes flexible use of parts of speech and special sentence patterns.
Flexible use of parts of speech. In some cases, the content words in classical Chinese can change their usage and part of speech in sentences. For example, life in the life of a priest is to use verbs to make … come alive. For example, elder brother is a noun adverbial in elder brother's affairs, just like treating elder brother. Special sentence patterns include judgment, ellipsis, passivity, prepositional object and adverbial postposition.
It is the prepositional object that knows how to be ignorant.