In my opinion, the interpretation teaching of classical Chinese in junior middle school should guide students to classify common words, which can not only cultivate students' comprehensive analysis ability and inductive ability, but also make students feel the law of Chinese language use and lay the foundation for regular learning in senior high school. In the teaching of word interpretation, I have been committed to let students learn from a large number of fragmented rote memorization, to be able to use modern common words flexibly, and finally to read independently without a teacher's explanation, so as to improve their understanding of the laws of Chinese words.
I asked the students to divide the classical Chinese vocabulary into four categories: monosyllabic words and polysemous words, interchangeable words and ancient and modern synonyms.
The monosyllabic words here include both monosyllabic words in the dictionary and cases where there are multiple meanings in the dictionary but only one meaning appears repeatedly in different contexts in junior high school texts, such as "taste" and "doing" as adverbs of time. Can guide students to sum up all the example sentences in the class literature and remember them.
Polysemy means that the same word has different meanings in different contexts. Most of these words are still fresh, which is the top priority of vocabulary teaching and examination in classical Chinese, especially in junior high school. When I was teaching polysemous words, I tried the following methods.
Method 1: complement words. Make this monosyllabic word into a disyllabic word commonly used in Hanzhong or translate it into modern Chinese, and then read it sentence by sentence. Does this mean anything? For example, "Guo" in Hanzhong has the meaning of "Guo", "Guo" and "Wrong/Lost", and the words "Too much is not enough" and "No one is without fault" are all in line with the sentence, but the meaning of "wrong/lost" is put into "can be corrected after passing, which is very good." It doesn't make sense. "Negligence/loss" is a noun, which means "It is good to correct mistakes/losses in time". It needs verbs, so the second method must be used.
Method 2: Flexible use of part of speech. The definition is not fluent in the sentence, so it needs to be flexible and conform to the expression habits of modern Chinese. For example, the "canine teeth" of "their shores are different from each other" is interpreted as "dog's teeth", which means "the teeth of dogs on both sides of the stream are staggered", which makes no sense! Then I guess it may be "the terrain on both sides of the stream is staggered like dog's teeth" to describe the complexity of the terrain there. This is the "flexible use of parts of speech" often used in classical Chinese. You must not bypass this universal law to take the senior high school entrance examination.
Method 3: Summarize and discriminate multiple meanings. For example, "Xu" is a commonly used polysemous word in classical Chinese, and "Tan Zhongyu can be a hundred Xu Tou" and "Gao" are both "divisors", so it can be inferred that "Xu" stands for divisor after quantifiers; "Big iron vertebra, I don't know who it is." In Chinese "Xu", "Xu" and "Ji Xu" are often used together, because "Ji" is a numeral, and "Xu" can only represent a rough number; In the two sentences "An made a few promises" and "Sui Emperor drove Chi", because there is a noun as the object of "Xu", and "Xu" is interpreted as the verb "promise", and Zhuge Liang was moved away from the mountain by Liu Bei's sincerity of visiting the cottage, so "promise" has the solemnity of "keeping a promise and paying a thousand dollars" and is translated as "Xu". When I wrote "Teacher's Example", Zhuge Liang had already made the appearance of Shu Han, and Liu Bei had passed away. Zhuge Liang respectfully called him "the first emperor". The purpose of expressing gratitude to the first emperor is to show his loyalty to Shu Han. If it is translated as "I agree to help the first emperor", is this in line with Zhuge Liang's identity and speaking environment at this time? ; The translation of "Xu" is not as appropriate as "consent", because the determination to move mountains requires the recognition and support of family members. The Miscellaneous Pledge shows that many family members have expressed their opinions enthusiastically. If we choose between "agreement" and "approval" and "approval", I think the latter can more accurately express the atmosphere and mood at that time. How to distinguish and analyze the proper choice of polysemous words in different contexts is a teaching difficulty.
The discrimination of synonyms requires a deep understanding of the original text, which is different from the annotation exercise in the simple memory class. I firmly believe that the third method is where Chinese teachers should make great efforts, and it is also one of the important abilities that students should have, which can cultivate the "flexibility" of students' thinking. One of the advantages of Chinese is its flexibility. I am afraid this is also the intention of increasing extracurricular classical Chinese in recent years. It's just that junior high school and senior high school should have different requirements for the ability to interpret words flexibly. Junior high school can stipulate common words that must be mastered, and senior high school can expand the number of common words. At present, there is no syllabus, and teachers can also guide students to summarize according to experience.
Tongue variant characters are similar or similar ways of using Chinese characters in the development of Chinese characters. There are after-class notes on the interchangeable words in middle school texts, and the usage of the interchangeable words in ancient times is relatively fixed, so we have mastered the interchangeable words in the texts, and the interchangeable words in classical Chinese are also easy to solve.
There are roughly three kinds of words used in middle schools: first, words with high frequency, such as "Shuo" and "Yue", are commonly used in pre-Qin classics and later generations; Second, it is not common, especially after class. For example, the "want" and "invitation" of "returning to China soon"; Third, I like "small benefits are not embarrassing, and people are obedient." The word "Bi" is the same as "Bian", and the words "Fu" and "Bi" are common words appearing in individual articles.
Dictation of ancient Chinese requires students to respect the thinking habits and writing habits of the ancients and write according to the original text. However, according to the mature standard of using characters in modern Chinese, commonly used words are typos. Junior high school is the stage of laying the foundation, and students' ability to write modern Chinese words correctly is poor. It is easy to confuse junior high school students' thinking habits and writing habits by strengthening interchangeable words. Therefore, I think it is necessary for junior high school students to understand the phenomenon of false transmission in the development of ancient Chinese, but it is not necessary to take it as a test site. Even if you take the exam, you can only take the most common one. Mastering interchangeable words skillfully is included in the teaching goal of classical Chinese vocabulary in senior high school. Unfortunately, at present, the syllabus of junior high school Chinese in Shanghai does not clearly stipulate which words or parts of speech should be mastered in classical Chinese vocabulary teaching.
There are three types of synonyms in ancient and modern times: first, it seems that one word is actually two words, because ancient Chinese is mainly monosyllabic and modern Chinese is mainly disyllabic, which should be understood by students. For example, "wife" means "wife and children" and "whatever" means "don't say"; Second, the special appellation in ancient Chinese is not explained separately; For example, "sacrifice" refers specifically to the pigs, cows and sheep sacrificed, which is different from the present meaning; "Ding Bai" refers to people without fame, not civilians. The third is to escape. For example, the "snot" that refers to tears in ancient times now refers to snot, and "walking" means "running" in ancient times. The significance of learning ancient and modern synonyms in junior high school lies in understanding the law of Chinese evolution, and it is not necessary to recite them, nor is it necessary to list them as the focus of examination in senior high school.
It is worth mentioning that the interpretation of classical Chinese in Shanghai junior high school Chinese volume does not indicate the source. If students are familiar with the text, but the dictation questions have been examined, is it necessary to further examine the interpretation of words? What's more, some texts don't need to be recited, such as "Candle" in Nanming Candle, "Name" of "Can't Name a Place" and "Purchase" of "Wang Nv", which were written by Yao Nai in Qing Dynasty, "Stomatology" by Lin Sihuan in Qing Dynasty, and "Seeking God" compiled by Gan Bao in Jin Dynasty. If students don't know the source of this sentence and judge the context of the next sentence, it will be difficult to interpret it accurately. This is contrary to the purpose of "accumulating vocabulary and using it flexibly" in learning ancient Chinese.
It is a great progress in language development that vernacular Chinese replaces classical Chinese and realizes "the combination of language and writing". Learning classical Chinese lies in connecting ancient Chinese with modern Chinese. It is necessary to recite famous articles, but word teaching must give students some methods to summarize and understand some laws of ancient Chinese. Now, the most basic step is to refine the syllabus of classical Chinese to avoid teachers' blind teaching of "looking for a needle in a haystack".