Faced with this situation, what strategies can be adopted to meet the needs of "autonomous" learning? First, pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. "Chinese Curriculum Standard" requires that reading teaching in all periods should attach importance to reading aloud: through reading aloud, students can enter the text situation, directly and truly perceive the content of the text, and understand the author's thoughts and feelings, which is an effective method to change their learning from passive acceptance to active discovery.
Grade seven students are exposed to classical Chinese in the first unit, so they have some difficulties in implementing the meanings of words, phrases and sentences in the text. Therefore, it is particularly important for students to perceive the whole content of the text, not to engage in literary translation, and to understand classical Chinese through repeated reading. In teaching design, students' independent understanding of the text is not replaced by teachers' analysis and explanation, but reading aloud is an important means for students to learn and understand.
According to the students' situation, the teaching level of classical Chinese reading is designed, and different requirements are put forward for each reading, so that the main problems such as emotional themes can be solved through reading, thus improving students' overall perception of the articles. For example, the teaching of Children's Fun (the first volume of the seventh grade of People's Education Edition) can be designed as follows: 1 Reading: Students are free to read the text, and they are required to recognize the font and pronounce it correctly.
For example, the terms are (Wei), (Jiang) and (1i) clouds. 2 Reading aloud: Read the text by name, and ask students to accurately grasp the pause of the sentence on the basis of accurate pronunciation.
This link allows students to comment on themselves, and then the teacher can give appropriate guidance, such as "hold your head high/watch it, make it stronger, make it smoke/fly" and so on. The teacher demonstrated reading in the second section, and the students realized how to correctly handle the reading rhythm.
3 reading: students read the text together and think about the author's childlike interest. Students look for sentences that express childlike interest, and then the teacher guides the implementation of the meaning of classical Chinese.
Reading: Retell the contents of two pictures in the text in your own words. Reading: Look at the blackboard and try to describe the contents of these two pictures with sentences in the text.
By this time, students can recite in class. It can be said that the most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud. The emphasis is on reading, but the difficulty lies in reading.
However, we should pay attention to the changes in reading, so that students can finally achieve the effect of "seeing what they mean" through the strategies of initial perception, aesthetic reading comprehension, reading evaluation, reading comprehension and using group reading. Take reading as the starting point of learning classical Chinese, understand the text through reading, and combine your own experience and background with the openness of reading materials to make students interested in reading, so that different students will make different "interpretations" of the text.
Because you read truly and think deeply, you will have the impulse to talk and communicate with others, and autonomous learning will be natural. Second, provide a platform for interaction and cooperation, so that the awareness of autonomous learning can be maintained for a long time.
The new syllabus and new curriculum reform require respecting students' individual differences, attaching importance to students' personality development and allowing students to have their own opinions. Therefore, in the teaching process, teachers must avoid "concentrated learning", carefully organize learning activities, pay attention to the process, provide an interactive learning platform for students, and maintain each student's learning interest and active participation consciousness for a long time through student-student cooperation, teacher-student cooperation, deskmate cooperation, group cooperation and class cooperation. In the specific classroom operation, we can adopt the strategic steps of questioning, independent thinking, group discussion, representative speaking and achieving * * * knowledge.
For example, teaching Shi Shuo Xin Yu? In Ode to Snow, I asked the students to discuss this problem: the teacher didn't comment on the metaphors of Xie Lang and Xie Daowen, but just laughed it off. So what do you think of the author's attitude and why? If you were to judge, which metaphor do you think is better and why? The students showed great enthusiasm. Learn with questions and let students feel the kindness of classical Chinese.
Third, expand reading and strengthen students' interest in reading extracurricular classical Chinese. 1. Accumulate some ancient literary phenomena and historical knowledge.
Ancient cultural phenomena refer to ancient ritual systems (utensils, tools, customs, names, place names, etc.). ), such as "Stone" in Looking at the Scholar (Debate) and "Nine Days" in "A Morning Play" (moving left to Languan to show my grandnephew). These words are all ancient cultural phenomena, such as "nine days". 2. Pay attention to the effective cohesion of ancient and modern meanings.
We can use modern Chinese to help students better grasp the meaning of classical Chinese. For example, we can talk about ancient Chinese knowledge in combination with idioms that students like to see: the word "fake" in Preface to Dongyang is translated into "borrow", and we can contact "fox fake tiger" to deepen students' impression.
3. Pay attention to the cultivation of knowledge transfer ability. It is far from enough for students to acquire the ability to read classical Chinese after class. Therefore, teachers should encourage students to read classical Chinese after class, and on the other hand, they can let students do some classical Chinese exercises with appropriate difficulty related to the text to consolidate and achieve twice the result with half the effort.
4. Using writing methods to improve the reading level of classical Chinese can be varied. Can guide students to write "classical Chinese".
Give students certain materials, let them express in the form of classical Chinese, don't pay attention to how clever the writing is, just ask them to use the words they have learned in classical Chinese. For another example, students are required to write ancient Chinese in modern languages.
2. Writing in Classical Chinese Although there was no "grammar" for writing in ancient China, the requirement for grammar in writing was even stricter than that in modern literature. Open an ancient book that has been handed down to this day at will, and we can see the author's superiority in choosing words and making sentences, and strive for brevity. In order to pursue the best expression effect, the author is ingenious in the position of sentence components, such as predicate preposition, preposition object and examples of attributive postposition. The prepositional structure with the word "Yu" often appears in ancient books, indicating that when expressing place, aspect, origin, object or comparison, it is placed after the verb as a complement, and this text is used as an adverbial. The prepositional structure with "one" is flexible in ancient Chinese, sometimes as an adverbial and sometimes as a complement. Quantifiers in modern Chinese are used before nouns, and quantifiers in ancient Chinese are used after nouns, so are quantifiers indicating the number of actions. There is also the omission of sentence elements, which is more common in ancient Chinese than in modern Chinese, and the omission is more complicated. Try to give a few examples. 1, the dialogue omits the subject. 2. When the subject is omitted. 3, slightly after the provincial theme (also known as exploring the province), such as "July": July in the wild, August in, September at home, October crickets into my bed. The first three clauses omit the subject "cricket", such as saving predicate, object and preposition.
In a word, I personally think that writing in classical Chinese is very strict with grammar.
3. How to analyze the requirements of classical Chinese and writing? First, it is of great significance to master notional words. Although only 150 notional words in classical Chinese are required in the syllabus, the more notional words you master, the higher your reading level will be. There are four main aspects to master the content words in classical Chinese:
1. Common words:
Universal characters are the phenomenon of using different words in Chinese in the same historical period. "General leave" means general leave, that is, replacing another word with a word with the same or similar pronunciation (sometimes similar in shape).
Example: If you have the answer, you have to go home. (Common words: "Ju" and "Yao"-this word: "Ju" and "Invitation") Identifying common words can be seen from the following aspects:
(1) homographs. For example, "all the guests are full of necks." "Sit" means "seat"
(2) Similar sounds and shapes. Such as: "It belongs to the composition to remember." -"genus" means "enjoin" and means "enjoin"
(3) Sound isomorphism. For example, "the classics after the past are printed on the blackboard"-"after" means "after"
(4) Similar sounds and shapes. For example, "the meandering cable died in response"-"death" means "nothing"
2. Different meanings in ancient and modern times:
Modern Chinese is developed from ancient Chinese. With the passage of time, the meanings of many words are very different from ancient times to modern times.
(1) Some meanings have been expanded. For example, "river" refers to the Yellow River in ancient times, and now refers to the general river.
(2) Some meanings have been narrowed. For example, "wife" refers to wife and children in ancient times and now refers to spouse.
(3) Some meanings have shifted and changed, such as the "thief" in "Two Noble Thieves Hijacked", which originally refers to a robber, but now refers to a thief; The word "thief" in "Qi people are good at stealing" originally refers to thieves and thieves, but now refers to robbers. The meanings of the words "thief" and "thief" have only changed from ancient times to modern times.
④ Some monosyllabic words used together are easily confused with the disyllabic words, such as "hate", which means "sadness and regret".
3. Polysemy:
There are many monosyllabic words in classical Chinese, and a word often has several meanings. To understand a polysemous word, we should grasp its original meaning and judge its meaning in the sentence in combination with the context. For example:
Dare to poison (complain)/hush, boil (poison)/accumulate poison (poison)
4. Flexible use of parts of speech:
According to certain language habits, using words that are generally used as class A as class B is flexible use of parts of speech.
Nouns and adjectives are used as verbs Touch the ruler in the fence. (bottom: masterpiece, knock, hit)
② Nouns as adverbials. The dustpan was shipped at the end of Bohai Sea. (Fan Ji: Used to describe the verb "cloud". )
Verbs and adjectives are used as nouns. Such as: this is good and practical, this is loyal and pure. Shi Liang: A man of prestige, kindness and honesty.
The causative usage of nouns and adjectives is translated as "causative"
4. What are the requirements for ancient poetry (writing requirements)? Tang poetry is the abbreviation of Tang poetry. It is also called modern poetry (in the eyes of the Tang Dynasty, it appeared late, so it is called it). Metric poetry is called metrical poetry because it has certain format requirements for leveling, antithesis and rhyme. Divided into seven laws and seven sections (the five laws and five sections are the most important), it can also refer to the ancient style before the appearance of metrical poetry. In the latter sense, it is characterized by the use of even rhymes without dual or even rhymes. Moreover, after the appearance of metrical poems, poets often deliberately use even rhymes when writing ancient styles. Others include Yuefu poems, six-character poems, limerick poems, immortal poems, landscape poems, palace poems and so on.
Reading classical Chinese requires writing methods to learn classical Chinese well, which is an important difficulty for us middle school students to learn Chinese well. Even in high school, classical Chinese is the main content of Chinese. There is no way to learn classical Chinese well. As long as you master the method, classical Chinese is as easy as picking up stones on the roadside.
It is impossible to read a classical Chinese without understanding its meaning. First of all, we need to use reference books to find words we don't understand. We need to remember the meaning of every classical Chinese. It's better to prepare a notebook and record the meanings of words we don't understand in turn, so that we can have our own "dictionary".
We should not only remember what we have learned in the text, but also remember what we encounter accidentally when reading. But it's not a long-term solution for us to write it down in the book. The most important thing is to keep it firmly in mind so that you can "browse" at any time.
This method is the most basic and effective way to learn classical Chinese well. If you are serious, you will not only understand the meaning of classical Chinese, but even write it.
In fact, classical Chinese is not difficult to learn. It's like learning a modern article, but it needs to be converted into a modern article. As long as you understand its meaning, you will basically learn it. Reciting classical Chinese is the most annoying thing for students. This is not as easy as reciting modern Chinese. Generally speaking, memorizing classical Chinese is very laborious, but as long as you master the methods, it is not that difficult.
First of all, we should know the basic meaning of each sentence in classical Chinese. Finally, we should read through the general idea of classical Chinese and know the central idea of the text, so it is not so difficult to recite it. As long as we learn and practice these methods, I believe that classical Chinese will no longer be our obstacle.
6. I think there are similarities between the skills of writing classical Chinese and modern Chinese in the college entrance examination.
Now let me briefly talk about my own experience.
First of all, teachers often say that the beginning should be wonderful.
Now the marking teacher is too hot to be interested in an article.
So you don't have to highlight the theme at the beginning, but you must surprise the teacher and think to yourself: Why did he say that? Only in this way can your first impression waver in the highest score. If you are not sure, you can directly use the ready-made classical Chinese that you feel powerful and close to your topic. Don't use too many good words and exclamations to make people feel that you are putting on airs.
The other is to use parallelism.
Don't consider whether it will affect the effect of "classical Chinese", because it won't be too literary when comparing.
I tell you, no teacher will really feel that reading classical Chinese is very smooth.
Even if your writing sometimes looks modern, the teacher won't notice.
Think a little more than writing four or five classic sentences.
He promised to fool the teacher and give him high marks.
Good luck in the college entrance examination.
I only went to college because I got a low score in the Chinese exam.