First, select chapters and do a good job of reading and reciting.
This is a traditional experience. What needs further study is how much classical Chinese students must read, how much classical Chinese they must recite and how to recite a certain amount of classical Chinese. If students really want to be able to read even simple classical Chinese books independently, they can't read 100- 150 classical Chinese, but they can recite at least 50-60 classical Chinese skillfully. The reason why students are required to read and recite 50 or 60 articles is because only in this way can students not only be familiar with the syntactic features of classical Chinese, but also master the classical Chinese vocabulary necessary for reading ordinary classical Chinese ancient books. Middle school students have a heavy academic burden. Is it possible to read and recite 50-60 articles? If you count by ten semesters, there are only five or six articles per semester on average. As long as the reading factors in the classroom are increased, as long as the repeated tests of recitation and dictation are emphasized, and as long as the selected articles are easy to recite, it is completely possible. Of the three, chapter selection is very important. From the psychological point of view, all works that are lively and can arouse readers' strong interest are easy to learn and unforgettable; All works that are boring and can't arouse readers' strong interest are difficult to read and easy to forget. It is important to do a good job in reading and reciting, and urge students to review repeatedly, but it is especially necessary to work hard on selecting articles, and to choose short, concise and beautiful articles for students to read intensively, and there are all kinds of articles.
In addition, it is also important to inspire students to learn by themselves in teaching methods. It is difficult for students to remember what they have learned by instilling teaching method; It is hard to forget what students have thought independently and studied carefully. Every teacher has this experience in teaching.
Second, systematize and master a certain number of words.
Strictly speaking, it is not enough to be able to read even simple classical Chinese books independently, just reading 100 books and reciting 50-60 short articles. This requires us to adopt scientific teaching methods to enable students to master the classical Chinese sentence patterns and common words necessary for reading ordinary ancient books. Classical Chinese sentence patterns are not complicated and can be easily solved in teaching. This article only discusses part of the text. The first problem to be solved here is how many common words in classical Chinese should be mastered. Common words in classical Chinese are about 1350. Among these words, there are more than 500 students, but in fact only more than 800 need to be analyzed emphatically. This shows that even reading ancient philosophical works like Mencius, it is enough to focus on analyzing more than 800 words in classical Chinese. Students should be familiar with these words, and after reading them, they can draw inferences from others. It is not enough to explain lesson by lesson. Students must be guided to systematically summarize and sort out after the end of a unit. My method is as follows:
(1) In the aspect of function words in classical Chinese, the method of point-to-surface combination and repeated discrimination is adopted. For example, pronouns, after students accumulated more perceptual knowledge, I instructed them to classify pronouns into three categories: person, instruction and question, and * * summed up 33 pronouns (including "two, two, nai, if" which are mainly not pronouns). Then take out the most common or complicated pronouns such as "Qi", "Zhi", "Bi", "Fu", "Or" and "Mo", and guide the students to analyze and discriminate repeatedly with the analysis of sentence structure. There are about 80 function words in classical Chinese, except those that are universal or too uncommon in ancient and modern times, of which less than 30 have many parts of speech and the highest frequency. Using the above methods, students have the opportunity to identify these 30 key function words repeatedly.
(2) In the aspect of content words in classical Chinese, classified induction is adopted according to the characteristics. There are three specific methods, namely, general cohesion method, ancient and modern comparison method and comprehensive analysis method. The so-called convergence of general notes is to find out synonyms and synonyms of several lessons and add general notes. The so-called contrast between ancient and modern times refers to words that disappear after a few classes or words with the same literal meaning but different meanings in ancient and modern times.
List and ask the students to refer to their notes and write modern words with the same meaning. The so-called combined analysis means that the words in several classes are literally the same, but their meanings are different (that is, the word "usually")
Polysemous words) for a comprehensive comparative analysis. For example, the word "death" has the same meaning as "escape", "despair", "death", "separation", "loss" and "nothing". Explain one or two meanings one by one, and then collect examples to guide students to distinguish the meanings in different sentences.
(3) In the system of ancient nouns and things related to ancient cultural knowledge, the method of combining texts and supplementing them appropriately can be adopted.
At present, people generally pay more attention to the induction and collation of function words and content words in classical Chinese, but not enough attention to ancient cultural knowledge and nouns in the name system. In fact, these ancient nouns can be found everywhere in ancient books.
Third, guide self-study and expand students' reading.
The cultivation of this self-study ability can be divided into two stages. In the first stage, guide students to read the text with the help of notes; In the second stage, guide students to read the text without comment. In these two stages, we should pay attention to expanding students' reading range. In teaching, I realized that to cultivate students' autonomous learning ability and expand students' reading range, teachers need to play more leading roles instead of interpreting sentence by sentence. In classroom teaching, we should be familiar with all classical Chinese textbooks, find out students' knowledge base, determine what to focus on in this class, and be good at inspiring students to understand the text with old knowledge. For example, after teaching The Six Kingdoms, the students taught themselves once. According to the difficulties in the article and the need of systematic induction, I contacted the old class and focused on "soldier", "bribe", "mutual", "death", "violence", "fatigue", "judgment", "speed" and "harmony".
. Students will not find it difficult to read this text again. Using this teaching method, the teaching progress is slow at first, but after a period of time, the speed is getting faster and faster.
In order to expand the reading range, we should sort out and select some paragraphs from the text, from shallow to deep, from short to long, so that students can punctuate and translate. Besides, push.
Recommend some popular classical Chinese reading materials for students to read after class. Students with strong reading ability in classical Chinese all benefit from extracurricular reading.