I think this lesson embodies the concept from teaching textbooks to teaching with textbooks, from teaching texts to teaching reading. At the same time, it is also a teaching case to teach students to learn. From this, I realize that the following points are worth learning: First, the goal orientation of ancient poetry teaching should be accurate.
Some people say that the goal is the soul of a class. When preparing lessons, when we are deliberating, we should try our best to make the goals clear and operational.
At the same time, we should also tightly buckle the study section and firmly reflect the requirements of the curriculum objectives. Boya Farewell has become one of the most vivid and shocking annotations about bosom friends in China culture.
It tells the story that in the Spring and Autumn Period, Yu Boya and Zhong Ziqi knew each other by the piano, and finally died young. Boya broke the piano and lost his string, thus becoming a masterpiece handed down from generation to generation. Full text ***77 words, 5 sentences.
1 sentence begins, followed by 2, 3, and 4 sentences, and 5 sentences are sharply reunited. The language is concise and elegant, and it is cadenced. Confucius said: What did the sky say? What do the four seasons do? What is the sky saying? The intersection of Boya and hippo chef is so natural and natural.
Its artistic beauty, subtle, deep, elegant and natural style, has reached the indescribable realm of loud voice, simple and beautiful, and satisfied all our sensory and psychological expectations for this eternal swan song. Reading Boya Juexian brings not only the shock of the story content, but also the unspeakable longing and thorough aesthetic experience caused by the story.
She can set the following goals according to the characteristics of the text: 1, read the text correctly, fluently and emotionally; 2. Let students first understand the general idea of classical Chinese, infiltrate the method of learning classical Chinese, and feel the pure friendship of mutual understanding and appreciation among friends; 3. Accumulate excellent China classical poems. At the same time, she also accurately grasps the students' annual goals, pays attention to the text training requirements of senior students, arranges writing practice after class with unique strings as clues, and realizes the deep affection of bosom friends.
Second, ancient Chinese teaching should teach students learning methods. 1. Teach students how to read ancient Chinese.
Let the students talk about their feelings after reading for the first time, and then when the students feel that reading is difficult, Teacher Huang Can will help them in time, play the role of a teacher's guide, demonstrate reading for the students, and help them read in different rhythms, so that they can read correctly and fluently soon. Huang also reminded the students that to read ancient Chinese, we should not only read the correct pronunciation, but also read the taste and charm of ancient Chinese, so that the students can read it properly.
It can be seen that in ancient Chinese teaching, teachers should guide students in reading methods so that students can not only read well, but also lay the foundation for reading. In this way, students can only learn other ancient Chinese.
As the ancients said, it is better to teach people to fish than to teach them to fish. 2. Teach students how to understand ancient Chinese vocabulary.
Ancient Chinese was concise and difficult to understand, which made it difficult for students to learn. In this case, the understanding method is very important.
When students encounter sentences and expressions that they don't understand, Mr. Huang Can once again supports the students, telling them that they can understand by using notes and context in the text, or by changing words. As a good word, in the previous article, Boya is good at playing drums and Zhong Ziqi is good at listening. The teacher asked the students to understand the following passage, which means good, very good. In the following paragraph, the teacher asked the students to change the words to understand what they said today.
The students quickly replied that it was wonderful, great and excellent. In this way, the teacher is telling students to understand the words in ancient Chinese, and we can understand them by changing the words according to the context.
3. Introduce the background of the characters and give students supplementary information. Students are quite unfamiliar with the background of characters appearing in ancient Chinese prose. Huang Jiao can appear in Yu Boya's relevant literature records in time, which can supplement the background introduction of characters for students, greatly help students understand Yu Boya's superb piano skills and lay the foundation for the friendship of bosom friends. It can be seen that introducing the background of characters and supplementing materials are good ways to help students understand ancient Chinese.
4. Pay attention to the creation of learning situations and the methods of understanding ancient Chinese through reading. In the classroom, teachers pay attention to the creation of learning situations.
Using appropriate teaching methods, modern information technology and vivid rendering of teachers' language can bring students into the learning situation and enable them to construct independently. In this class, whether reading by reading, reading by oneself or reading with music, Huang Dou teaches students to read without departing from the context and reading by reading.
For example, Li Bai wrote in "Into the Wine", "You don't see how the water of the Yellow River moves out of the sky and into the ocean, never to return". What a magnificent momentum! Zhong Ziqi can listen to it. Can you read it? For another example, the ancients often put their own words on the piano and tried to integrate their voices into the piano. Boya said that he had a mountain-high ambition and a river-wide mind, and he understood all these stages, so he praised him from the heart. Students, let's praise Boya from the heart! These words can immerse students in a strong language environment and stimulate students to read their own feelings, the momentum of the text and the charm of ancient Chinese. It is also a good way to learn ancient Chinese to stimulate students' imagination by combining texts.
The language of classical Chinese is concise and difficult to understand, but the pictures formed in students' minds are vivid and concrete, which is also a teaching method worth learning. Third, ancient Chinese teaching should also enhance reading and writing awareness and language accumulation.
Learning Chinese is to cultivate the ability of listening, speaking, reading and writing. Text is just a medium for learning a language. It is particularly important for teachers to make students feel the joy of learning a language through this medium, but it is more important to teach students the method of applying what they have learned, so as to carry out in-depth learning.
Therefore, let students not forget to combine the text, find the right starting point, carry out language training, and let students learn to recite and accumulate language. For example, in class, we not only arrange written exercises after class, but also carry out outreach training based on the contents: Emei Mountain, Yang Yang, rivers, cooking smoke, breeze, liberal arts and drums. For it, Zhong Ziqi said: Good! This is to teach students to use language, learn language and accumulate language with teaching materials.
In short, from the teaching of this course, I realized that teachers get methods, scholars get happiness, teachers teach them methods, and scholars benefit endlessly.
2. "What to teach in classical Chinese teaching" First, we should pay attention to reading guidance. The ancients said, "Reading a book a hundred times is self-evident". Reading or reciting a certain number of articles in classical Chinese is of great help to deepen the understanding of the meaning of classical Chinese and cultivate the ability of language perception, intuition, accumulation and epiphany. Accurate pronunciation is the minimum requirement for reading. There are a large number of uncommon words, interchangeable words, judgmental words and archaic words in classical Chinese (such as ancient names of people, places, officials and objects). If we don't solve the phonetic problems of these words first, we can't talk about reading at all. Therefore, we can let students try to read a classical Chinese first, or read it together with the whole class or separately, find out the problems in their pronunciation from the trial reading, and then correct them one by one on the blackboard, and the teacher will read the full text again. Ask the students to read the sentences clearly. Only by reading the sentences clearly can they understand the sentence structure and language meaning of the article. Conversely, it can be read more accurately and clearly. At the same time, through repeated reading, using the characteristics of word formation and sentence formation in classical Chinese and reading tips such as voice pause, logical stress and tone, we can deepen our understanding and analysis of word meaning and sentence meaning, and understand the author's thoughts and feelings. The traditional reading method of classical Chinese is scientific. It is conducive to the accumulation of knowledge, the understanding of things, the improvement of language expression ability and writing level, so that students can truly master the ability to use language.
Second, teach students how to accumulate knowledge. "Mountains connect mountains" and "Water drops make the ocean". Knowledge accumulation is the basis of improving ability. Planned accumulation can not only enrich students' language materials and knowledge of classical Chinese, but also transform them into abilities and improve their reading level of classical Chinese. We require each student to prepare a notebook, establish a "knowledge base of classical Chinese", and organize it in a planned, focused and targeted manner. For example, everyone must sort out the "list of common content words" at the back of each textbook and the content words and function words required to be mastered in the unit knowledge essay, but the word sorting and accumulation in each class should not be limited to this article. We should review and find out the meanings and usages we have learned before, and enrich them with new lessons, that is, the combination of vertical accumulation and horizontal accumulation. In addition, accumulation is not a mechanical copy, but allows students to relate, classify and compare what they have learned. For example, in a review class, the teacher listed such a series of words-knowledge, knowledge, knowledge, thinking, such as, creation, and easy, so that students could compare similarities and differences. After discussion, the students classified these words into "Tao" series, and then the teacher inspired the students to recall and sort out other series of words. As a result, the students were very enthusiastic and sorted out a lot at once. There are: "go" series of words-step, potential, line, walk, run; "Wash" series words-bath, bath, wash, wash, wash; The official lifting system lists the words-except, worship, pulling, moving, falling, disdaining and moving left. Through comparative classification, students' ability to distinguish words in classical Chinese reading is improved, so that the "examples" of the text really play the role of "drawing inferences from others", which embodies the great benefits brought by learning accumulation.
Third, encourage students to question. Zhang Zai, an educator in the Song Dynasty, said: "Learning requires doubt, and learning is more expensive than doubt." Teaching literary works can easily lead to different opinions. As the saying goes, "a mountain looks like a peak from the side, with different distances." As long as the opinions put forward by students are reasonable, they will not be arbitrarily denied, but will be affirmed in spirit. For example, when I was teaching in Yishan, Yugong, some students questioned Yugong's practice. They think that Yugong's practice will not work. He is really a "fool". For the students' opinions, I first give encouragement and affirmation, and then talk about the teachers' opinions from the purpose of studying this article. This article is mainly to let us learn the spirit that fools are not afraid of difficulties. Children are very open-minded when they study this article. The understanding of words also needs to be questioned. For example, when I was talking about Snow White, a poem in Farewell to Tian Shuji Wu's Home, there was a phrase "Go into the bead curtain, wet the silk curtain", and the children questioned the pronunciation of "three" in the text. I encouraged them to look up the Ancient Chinese Dictionary and finally found the correct pronunciation. Therefore, once students' spirit of questioning and asking difficult questions is affirmed, they will dare to express themselves and actively participate in learning activities. ?
The teacher gives a blue sky and students can fly. In short, in the teaching of classical Chinese, teachers should firmly establish a student-centered consciousness, reform teaching methods, strengthen the guidance of learning methods, and strive to cultivate students' sense of participation, so that classical Chinese teaching can get out of the inefficient cycle and achieve the purpose of quality education.
3. How to guide students to appreciate classical Chinese? The contents of China's ancient literary works are vast and profound, but for modern middle school students, classical Chinese is the written language of ancient people, which is far from real life and difficult to understand. Many students don't like classical Chinese and are afraid of it, so the teaching effect is often unsatisfactory.
However, there are many difficulties in practical teaching. So how can students learn classical Chinese well? As the saying goes, interest is the best teacher.
He can do what children like by hook or by crook, just like playing computer games. Few parents have taught him, but nine out of ten children play well. It can be seen that children can't do well, but the key is whether they are willing to do it.
This poses a severe test for our classical Chinese teaching: how to make our children like learning classical Chinese. In order to solve this problem, the following methods can be adopted in teaching: 1. Lead in * * * to improve learning interest.
Because of the long time, and the obscure classical Chinese has little connection with reality, students will find it both obscure and boring to learn. As the saying goes, "Interest is the best teacher".
Through effective * * * introduction, students' interest can often be stimulated. 1, introduction of real social hotspots.
For example, if you study the article "Public Loss", you can introduce it like this: "At present, the DPRK nuclear issue has become a hot spot in the international community. In the face of North Korea's nuclear test explosion, the United States threatened to use more severe means to make North Korea yield; North Korea, on the other hand, sticks to its position and never gives in. The two sides hold their own words and are at loggerheads.
China advocates "encouraging peace and promoting talks" to peacefully resolve the DPRK nuclear issue. How to deal with this incident may be enlightening after learning the article Lost. "
2. Pop music law. Nowadays, middle school students have a high degree of acceptance of pop music and are often familiar with some pop songs.
When learning some texts, you can use pop music to lead in. For example, when is the bright moon at the beginning of the water tone? At the beginning of the music, the whole class sang together. As a result, the students were in high spirits and successfully completed the teaching task.
3. How to ask questions. For example, learn the poem "The hut was blown by the autumn wind"-"Students have learned many poems by the great poet Du Fu, so how much do you know about Du Fu? (Student's speech), well, today, let's go upstream along the riverbed of history, go back to 1200 years ago, go to the shabby Du Fu Caotang near Huanhua River in Chengdu, and touch this patriotic heart of thinking about people, thinking about people and thinking about the world. "
In fact, there are many ways to import, and here is just an example. Second, from the shallow to the deep, overcome fear.
Fear of classical Chinese is a common problem for most students. Classical Chinese is actually the written language of ancient people. Don't say that modern people don't need it, even ancient people don't say so. It is farthest from the practical use of real life, and students will definitely find it both obscure and boring to learn. Students put three fears of learning Chinese into the jingle: one is fear of classical Chinese, the other is fear of Zhou Shuren, and the third is fear of writing.
Putting the study of classical Chinese in the first place shows the seriousness of fear of difficulties. In fact, in reality, as the field that Chinese teachers are least willing to study, few teachers choose classical Chinese teaching in open classes and excellent courses. 1, distinguish objects in learning, from shallow to deep, and gradually increase the difficulty.
Guide them to overcome the negative emotional factors that may appear in their study, so that the successful experience in language learning and the formation of emotional attitudes can promote each other. For example, pay attention to students who are introverted or have learning difficulties, pay attention to hierarchical teaching and ask questions, try to let students with learning difficulties answer easier questions, carefully discover the potential of each student and establish their self-confidence. At the same time, I pay attention to guiding students to sum up the reasons reasonably, help them improve their learning strategies, guide students with anxiety to prepare well before class, and guide them to review regularly after class to reduce their anxiety. Teaching practice has proved that a positive emotional attitude is extremely conducive to promoting students to make greater progress in their studies.
The students spoke enthusiastically in class. 2. The most basic, learned and read texts are all selected from the class, so give the students a little sweetness first.
Don't test students in accordance with the requirements of the college entrance examination at the beginning, and don't give students a "horse". After students have a certain foundation, they will gradually increase the difficulty.
Finally, students are assessed according to the requirements of the college entrance examination. Third, accumulate words and pay attention to teaching students learning methods.
Pay attention to guide and urge students to accumulate a certain number of notional words, function words and sentence patterns in classical Chinese, so that they can understand the truth that every little makes a mickle. At the same time, teach students some methods and skills to learn classical Chinese, so that they really feel that learning classical Chinese is not too difficult.
1, pay attention to methods and teach people to fish. Consolidate the accumulation of classical Chinese vocabulary.
Classical Chinese vocabulary learning is an important part of classical Chinese learning, which is inseparable from classical Chinese vocabulary learning. Students can't read and translate without mastering some classical Chinese vocabulary.
First of all, the author requires students to recite certain classical Chinese words every day. At the end of each unit, students should make a summary table of classical Chinese vocabulary and hold a recitation contest of classical Chinese vocabulary to see who can skillfully write the meanings of these classical Chinese vocabulary, and give certain spiritual and material rewards to stimulate their strong interest in learning, so that they can be psychologically satisfied and consciously expand their classical Chinese vocabulary. Under this long-term persistence, the amount of classical Chinese words of all students has increased.
When learning classical Chinese, notional words are the most commonly encountered. Secondly, it is sorting out the classification.
The content words, function words and sentence patterns in each text should be sorted and summarized, but the sorting and summary of each lesson is not limited to this one, but also needs to be enriched by learning new lessons in combination with the meanings learned before. Students are also required to summarize polysemy, ancient and modern different meanings, generic words, flexible use of parts of speech, sentence patterns, idioms, famous sentences and function words in the form of tables.
We should teach students to pay attention to summing up the law of polysemy, so that they can remember firmly, remember more and remember more interestingly. Like "hair", voice.
Original meaning: the arrow (from 1) means that the appointee was born in an acre ("born in sorrow and died in happiness") (2) (1) indicates that color is born in sound and then metaphor ("born in sorrow and died in happiness"). I see. this ...
4. How to make students understand the Chinese outline of classical Chinese points out that "they can understand the meaning of common words in simple classical Chinese and translate sentences in simple classical Chinese".
This shows the importance of basic teaching such as understanding the meaning of words and translating sentences in ancient Chinese teaching. However, when students are doing classical Chinese, they can still do some multiple-choice questions, but the translation questions are difficult to grasp. Is it really difficult to translate classical Chinese? In fact, as long as you master the method, you can certainly do better.
As teachers, we can guide students to start from the following aspects: First, through reading, we can perceive that the ancients paid attention to rhythm and rhyme when writing articles, so most of the parallel prose in classical Chinese is mixed with prose, and long and short sentences are staggered, so many articles read smoothly and are very suitable for reading and reciting. The first task of learning classical Chinese is to be familiar with the text.
Only in this way can we effectively accumulate language materials and form a sense of language. "Read it a hundred times, and the meaning is self-evident." Read more books, be familiar with it, and appreciate it repeatedly in the process of reading, so as to understand it.
Moreover, classical Chinese is relatively divorced from real life, and its pronunciation, sentence reading and grammatical structure are different from those of modern times, so it is even more necessary to read it repeatedly, that is, to read it aloud over and over again. But when reading, we should pay attention to the pronunciation of words, especially words with different pronunciations and loanwords.
For example, in Ma Shuo, "horse eaters don't know that they can eat thousands of miles away", and both "food" means "feed". As a verb, it should be pronounced "Si", and "eat all the corn and stones at once" means "rice and rice". As a quantifier, it should be pronounced "shí". It should be emphasized that reading classical Chinese must be read aloud. On the basis of preliminary understanding, the understanding of words, sentences and articles should be gradually deepened through repeated reading until they are thoroughly understood.
There are many ways to read: teachers can give examples to read, and guide them when necessary to help students read correctly and distinguish sentences; Students can read aloud in groups or individually to solve problems in reading. You can read the whole article, a few paragraphs or a paragraph or a few sentences, and deepen your understanding in reading. If the story is strong and there is dialogue between the characters, students can read aloud in different roles, such as "oil seller" and "Dai Zhen is difficult to teach"; Prose with simple words can be boldly released, guiding students to read the correct pronunciation, rhythm, tone and intonation, and then reading the author's feelings, which can be felt through repeated reading, such as Ailian Shuo and Humble Room Ming.
In order to better stimulate students' reading interest, we can also read aloud in the competition to stimulate students' reading interest. Second, by pulling the point and mastering the method, the ancients often said that "it is better to teach people to fish than to teach people to fish."
It is very important for teachers to pay attention to the teaching of classical Chinese in time and let students master the basic methods of learning classical Chinese. Students master the method, just like mastering the "golden key" to learn classical Chinese.
(1) The basic method does not need translated words. In classical Chinese, all country names, place names, personal names, official names, emperor names, year numbers, object names, weights and measures, etc. It can be preserved intact when translated, because these words can't be translated into modern Chinese in general.
For example, in the first sentence of Jin Zhong Yong in the Book of Jin, Jin and Jin were in the Shang Dynasty. Monosyllabic to disyllabic.
Classical Chinese is dominated by monosyllabic words, while modern Chinese is dominated by disyllabic words. When translating classical Chinese, many monosyllabic words in the original text are replaced by suitable disyllabic words in modern Chinese.
For example, the five monosyllabic words in the sentence "take a boat" have been replaced by five disyllabic words "so", "carry", "save" and "as if" in modern Chinese. Words with different meanings in ancient and modern times
Language is developing and changing. Due to social progress and changes in people's understanding, the meanings of many words have gradually changed.
One of the main problems in the translation of classical Chinese is the understanding obstacle caused by the difference of word meanings between ancient and modern times. When translating classical Chinese, we should pay special attention to words with different meanings in ancient and modern times.
For example, the word "tired of learning" in the Six Classics of The Analects of Confucius means "satisfied" here, but now it usually means "disgusted" or "bored". Universal character.
The common words in classical Chinese are because some words have not been specially created for them before, but only a word with the same or similar pronunciation is selected from the existing words to replace them. Later, when they got used to it, the word was used by it, also called "borrowing". It is somewhat similar to our modern homophones or similar words.
Therefore, translation should not be understood as the original word, but as the meaning. For example, in The Analects of Confucius and Six Classics, "Why not learn from Xi?" "Say" means "Yue", which can't be understood as "say", but should be understood as "happy, happy"
Complement the omitted components. Ellipsis is a grammatical phenomenon in ancient and modern Chinese, but it is more common and complicated in ancient Chinese.
When reading classical Chinese, we must contact the context to understand and complete the omitted components. For example, in Take a Boat, the subject "on board" is omitted before this sentence, and it should be completed in translation.
Delete meaningless function words. In classical Chinese, some auxiliary words or function words just indicate pause, make do with syllables, or play the role of mood, which has no practical significance. Although they are indispensable in the original text, they should be deleted in translation because there is no equivalent word to express them.
For example, the word "ye" in the sentence "I have heard for a long time" in Shang is an auxiliary word of mood, which plays a role in calming emotions and has no practical significance, so it should be deleted in translation. Add the appropriate content.
The language of classical Chinese is very concise. Sometimes in translation, in order to make sentences coherent or conform to the habits of modern Chinese, it is necessary to add some content to make them read smoothly and completely.
For example, if the sentence "I am humble, but I am virtuous" in My Humble Room Inscription is translated into "This is a humble room, as long as I am virtuous", it is incomplete fluency, and it is complete fluency to add "I don't feel humble" after it. Flexible use of parts of speech.
The flexible use of parts of speech in ancient Chinese is very common, including noun as verb, noun as predicative word, verb as noun, adjective as verb, numeral as verb and causative, intentional and passive usage. For example, the word "difficult" in Boating refers to the adjective "difficult" and is interpreted as "feeling embarrassed".
Change the word order. In ancient Chinese, inverted sentences are very common, mainly with subjects.
5. How to teach classical Chinese? Students can study easily. I don't quite agree with the above two teachers. What you said is very advanced and scientific, but I don't know if the effect is good. Anyway, the students I met are not so high-quality, and it is difficult for not only students but also teachers to keep up with your practice.
The requirement of asking questions is that students can learn it easily. I think this is a big problem for teachers to solve.
Let me tell you what I think. You need to analyze your students' level and the goals you want to achieve, just let the students know or master all kinds of grammar knowledge after the lecture. These two goals directly lead to completely different lectures in classical Chinese class.
Isn't it? Let me talk about the core first, that is, no matter how to treat classical Chinese, there must be a fixed and operable model. Every article is the same, every sentence is the same, and it is always done consistently. Only fools can learn, only fools can learn, and people who are not too stupid will slowly relax. The views of the above two teachers are not patterned, and those who are not too smart can't keep up. I dare say that most students in your excellent class are playing with you.
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