Three or five miles from the city, there is a pool in the mountain, and the water is not very wide. In recent years, many people have been released. Release turtles, loaches, eels, especially turtles. Or what a congregation has done, which is a good thing. However, the rivers that pass through the city are not taken because they are far away and close. Why are you looking for this small pool by yourself? Do not explain why. Except for sporadic cooking every day, it seems that there is a birthday every week, and people carrying baskets or occasionally driving to pick up their husbands are crowded. It's great to get together and sing the lyrics in Chi Pan. After that, thousands of creatures poured into the pool, which was spectacular. After folding, the party gradually dispersed. When people are gone, there are many fishermen. When creatures are still in a daze, they will catch people in the net and then return to the fish basket. Compared with tomorrow, it is more important for the original to be bought by kind doers, not more expensive. The gang will put them in the pond again. Cycle after cycle, cycle after cycle. Those who do good take their good, fishermen take their money, and those who go back and forth are only turtles.
2. How to evaluate classical Chinese teaching for classical Chinese classroom teaching? At present, front-line Chinese teachers in China have gone out of the misunderstanding of only teaching classical Chinese knowledge, strengthened the interpretation of classical Chinese texts, and encouraged students to actively participate in classroom discussions.
However, for the actual teaching effect, many Chinese teachers do not have the consciousness of timely reflection and evaluation. Even if there is evaluation, knowledge points are mostly investigated according to the requirements of test sites, which leads to the disconnection between teaching and research results and teaching practice, and the disconnection between teaching objectives and teaching evaluation. Based on the three-dimensional goal required by the new curriculum standard, this paper explores a more suitable evaluation method for the reading quality of classical Chinese from three aspects: classroom evaluation, homework evaluation and examination evaluation.
I. Classroom evaluation Classroom evaluation is closely related to the development of classroom activities. Classical Chinese classroom teaching generally includes the following teaching activities: (1) Reading aloud is both a reading method and a teaching method. The understanding of the meaning of reading aloud is still controversial in academic circles. According to the accepted understanding of the academic circles, reading refers to a method of reading pronunciation accurately, reading sentences clearly and reading meaning on this basis.
In ancient China, the teaching method of reading aloud was widely used in both official and private schools. However, due to some teachers' misunderstanding of reading aloud, it tends to be formalized in application, which leads to reading aloud once fading out of Chinese classroom teaching. In recent years, academic circles have gradually realized the important position and function of reading in Chinese classroom teaching, and reading has returned to Chinese classroom.
The evaluation of students' reading of classical Chinese should mainly adopt the way of expressive evaluation. This is because although the primary obstacle to reading classical Chinese is to dredge sentences, the purpose of reading is to understand the meaning of the text, so teachers should combine the guidance and evaluation of students' reading with understanding the meaning of the text.
In the specific evaluation language, some teachers like to use "you read well" or "you don't read well enough" to evaluate students' reading, but there is no clear explanation for "good" and "bad". Over time, students will not take the teacher's evaluation to heart. The purpose of reading is to promote students' understanding of works, so teachers can relate students' reading with the author's thoughts and feelings when evaluating, for example, "Your reading tone is a little dull, and the author feels guilty when saying this sentence. What tone should I use to read the language when I feel guilty? " This seemingly evaluation is actually a guide to students' language, which can make students more aware of the advantages and disadvantages of their reading and improve them in time.
(II) Translation At present, China teachers' evaluation of students' translation is still centered on the requirements of test sites, and the corresponding knowledge points are evaluated mechanically and independently. Usually, quantitative evaluation is adopted, that is, when students translate, important knowledge points get corresponding scores when they answer a certain point correctly. Even if students express their meaning, the knowledge points are not completely one-to-one, and the corresponding scores will be deducted. This mechanized evaluation method makes students dare not understand and translate the meaning of the text alone, but only memorize it mechanically according to the teacher's standard answers.
The author thinks that this evaluation method is still aimed at the investigation of the meaning of classical Chinese. Since it is translation, the content of investigation should be the word meaning in the text context, and the evaluation should also be the word meaning in the context. At this time, if you score according to the points, it will separate the relationship between the content of the investigation and the effective evaluation. In fact, for translation, especially classical Chinese with typical aesthetic color, we can relax the requirement of accurate correspondence of words and adopt the "poetic strategy" advocated by modern translation studies for translation and evaluation, because "loyalty to the original" does not mean literal correspondence, but strives to be consistent with the original in meaning, style and aesthetics.
Of course, it is difficult for middle school students to reach this level, but teachers can give guidance in teaching, especially in evaluation. Over time, you will get twice the result with half the effort.
Second, homework evaluation At present, middle school students' classical Chinese reading assignments are generally divided into three categories: recitation and dictation, translation and extracurricular reading. There is no doubt that such assignments as recitation and memory should be evaluated absolutely.
As mentioned above, translation can also adopt expressive evaluation or scoring, so I won't go into details here. In the homework of extracurricular reading, the current extracurricular reading of classical Chinese mostly chooses works related or similar to the learned text in style and form, as well as works related to the knowledge points of the learned text. The topic setting is basically the same as the exam, mainly including the meaning of important words, sentence translation and understanding of the text content.
The author thinks that this kind of homework is still for examination and evaluation, and for evaluation. The teaching goal of classical Chinese lies in students' knowledge, ability, thinking and emotion, and has made great progress and development. Therefore, the already flexible extracurricular reading should be designed and adjusted flexibly according to the needs of students, the characteristics of classical Chinese, the teaching conditions and objectives. For example, more open questions can be set up in the topic setting, so that students can have a personalized understanding of the text.
Third, the examination evaluation There are two main types of questions in the general examination of classical Chinese. One type of questions is the dictation of famous sentences in texts, including the dictation of ancient poems. The evaluation method is absolute evaluation; Another type of question is similar to the extracurricular reading mentioned above, and it is also designed according to the examination syllabus and standards of the senior high school entrance examination or the college entrance examination. The author believes that the teaching objectives required by the new curriculum standard are not completely consistent with the examination syllabus. In this case, we should try to get closer to the requirements of the new curriculum standard, because the new curriculum standard is formulated by experts in the field of education and teaching, and the examination syllabus is formulated according to the actual situation in various regions.
The new curriculum standard tends to cultivate students' various qualities and abilities, so the goal setting and evaluation standard of classical Chinese teaching should also be based on the new curriculum standard. In my opinion, the examination of reading ability of classical Chinese can take many forms, such as group cooperation inquiry, exploring sentences that are difficult to understand in classical Chinese works, writing small papers or writing a small composition in the form of classical Chinese, etc.
To sum up, at present, the evaluation form of classical Chinese reading quality in middle schools is relatively simple, the evaluation standard is too utilitarian, and there are some differences between the evaluation and the goal. To solve these problems, we should also base ourselves on the objectives and requirements of classical Chinese teaching in the new curriculum standard and combine with the actual needs of students.
3. Excuse me, how to appreciate ancient Chinese, as well as classic ancient Chinese sentences and a poem? What do you admire? Through teaching practice, the author finds that the four-step appreciation method of "reading, understanding, combining and concluding" is more effective.
First, reading "reading" is the only way to get most of the first-hand materials (perceptual materials) from the text. For poetry, "reading" is particularly important, because the first-hand materials obtained by reading poetry are the premise of appreciating poetry.
How to read? You can set up a situation in advance, so that students can read aloud in a certain situation, which can be either a happy situation or a sad situation, so that students can read beautiful poems in a happy situation and bold or idyllic poems in a sad situation. You can also choose the same or completely opposite poems that you have read in advance and compare them.
The forms of reading are flexible and diverse, and they can be used as long as they are conducive to poetry appreciation. Such as slow reading, fast reading, slow reading, cadence reading, close your eyes, stare, shake your head, etc.
The purpose of reading is to read the rhythm of poetry, the artistic conception of poetry and the poet's mood (emotion). For example, only by reading the word "Yu Meiren" written by Li Yu, Queen of the Southern Tang Dynasty, can we grasp the priorities of its tone and rhythm and understand the poet's mood.
In particular, sentences such as "The east wind blew in a small building last night, so my country could not bear to look back at the bright moon" and "How much sorrow can there be, just like a river flowing eastward", you can't grasp the length of luck without reading, and you can't know the emotions without reading. At the same time, through reading, we can also firmly grasp the important words (keywords-poetic eyes or word eyes) and specific images in poetry.
For example, the word "you" (key word) in "The East Wind in the Small Building Last Night" and the "bright moon" (image) in "The Old Country is unbearable to look back". "Reading" is the first step to perceive poetry, so that students can feel the outline of poetic artistic conception and the author's emotion. Although vague, it laid the foundation and guided the direction for the in-depth appreciation of poetry.
Second, enlightenment "enlightenment" is a rational thinking process based on the first-hand materials obtained from "reading". Through enlightenment, we can more specifically grasp the artistic conception of poetry, the author's mood and other appreciation contents, so this step is more important.
So, "aware" of what? Understand the imagery and key words (poetic eyes or word eyes) in poetry. 1. Before students know the image, they must first make clear what role the poetic image plays in poetry, so that they can become blind and targeted in the process of understanding.
The function of poetic imagery is exactly the same as that of scenery description in prose. Generally, it has the following functions: creating an atmosphere (such as the sentence of "maple leaves and rushes rustling in autumn" in Pipa, creating a desolate and lonely atmosphere when leaving friends), borrowing scenery to express feelings (this is the usual trick in poetry, and the scenery described in poetry generally has this function), and shaping the background or environment (this). That is, through the combination of multiple images-image group, it provides the background or environment for the activities of the characters. This role is often used in landscape poems and frontier poems, such as "The Dark Snow Mountain in Qinghai" in Wang Changling's Joining the Army, which is different from "Shaping the Background or Environment". Artistic conception is the realm and artistic conception expressed by the author by extracting some specific scenery from natural scenery to describe it. It shows readers a three-dimensional picture, with the purpose of giving people an immersive feeling.
For readers, only by "approaching" or "entering" can they perceive the beauty of the realm and the author's emotion. For example, "Moonlight in the pine forest, crystal stone in the stream", "Sunset lingers at the ferry, and the smoke from the kitchen rises from the house after supper", "Lonely smoke in the desert, the long river sets the yen", "Autumn water * * * the sky is one color, and the sunset is lonely in Qi Fei" and "Thousands of miles away, the sunset is lonely in the city" are all poems with far-reaching artistic conception, which set off the character or character (this one. Such as snow, bamboo, plum, pine, crane, lotus, Zhong Ping, goldwind and Yulu. , set off the noble character, strong character and pure emotion of the characters, and set the emotional tone (for example, the first three sentences of Liu Yong's Rain Bell, "Chill, the pavilion at night, the shower begins to rest", set the bleak tone for the whole poem), and set off the scenery. The warm scenery sets off the cold scenery-"The sun is tempered by pine trees", the bright scenery sets off the dark scenery-"Where the sunshine enters a small forest and shines back on me from the moss", the full scenery sets off the empty scenery-"The word geese return, the moon is full of the West Building", and the material language (or material state) sets off the artistic conception-"Abandoning trees in the pond, still talking about soldiers' fatigue" and so on. ), and the scenery sets off feelings (this role in poetry
For example, in Li Bai's Spring Thoughts, the phrase "Your northern grass is as blue as jade, and my mulberry leaves are as green as silk branches" is to use the blue and green of mulberry grass to set off the strong feelings of thinking, and the words "silk" and "branches" are homophonic with "thinking" and "knowing" respectively. There are also sad scenes to set off sadness, happy scenes to set off happiness, or happy scenes to set off sadness. For example, Du Fu's poem "Ascending the Mountain" sets off sadness with a sad scene, while his poem "A Bird Crossing the River" sets off sadness with a happy scene.
Of course, these functions are not independent in poetry. In a poem, all functions may be combined, which requires us not to lose sight of one thing and lose sight of another. With many functions of images, it seems reasonable to understand images, but how to understand them? First find out the individual image or image group in the poem, and then try to figure out the perception.
If it is an individual image, we must appreciate it with humanistic feelings. For example, the individual image "Chao" in Liu Yuxi's poem "Stone City" must be endowed with humanistic feelings when appreciated.
The feeling of "tide" always comes and goes. When I came, it seemed very intense and wild, full of a kind of * * *. When it comes back after slamming into the coast or exhausting all its strength along the beach, it looks calm and seems a little weak or depressed or lost. In this regard, we can imagine: what do you want to ask for or vent when the tide comes? Is it satisfied or cold when you go back? You can know it by combining the "lonely back" behind it.
It can be inferred that the author used the tide to contrast the desolation and cold of the "old country".
4. How to give full play to the multiple functions of evaluation in classical Chinese teaching "Chinese Curriculum Standard" requires: "We should highlight the integrity and comprehensiveness of Chinese curriculum evaluation, evaluate it from the aspects of knowledge and ability, process and method, emotional attitude and values, and comprehensively examine students' Chinese literacy." At the same time, it is pointed out that "formative evaluation and summative evaluation are both necessary, but formative evaluation should be strengthened", and it is advocated to collect materials (comments from teachers and classmates, information from parents, etc.) that can reflect the process and results of students' Chinese learning by means of growth records. ), which makes clear the best choice for teachers to evaluate the learning process.
The evaluation of Chinese learning effect can play the role of groups in many ways. For example, composition correction can allow students to evaluate themselves-peer group evaluation-teacher guidance-students' self-improvement evaluation and correction. Because the knowledge of the group is richer than that of the individual, and the handling of problems is deeper than that of the individual, therefore, under the condition of teachers and students discussing and evaluating together, the level of students' self-evaluation of composition and the level of literary appreciation will be greatly improved, which is obviously better than teachers' unilateral correction of the scarlet letter, and students can read it again. In the process of group discussion and evaluation, students can comment on each other's ability to use words, words and sentences, and their personal views collide with each other, which often produces many bright points of thinking. Teachers timely capture and actively inspire and guide, stimulate students' creative thinking, and improve students' interest in appreciating and commenting on compositions. Students' abilities in all aspects have been exercised, at the same time, they have gained more composition knowledge and improved their Chinese literacy.
Teachers' necessary evaluation and encouragement to students in Chinese reading class can stimulate students' desire for positive thinking. In reading teaching, teachers should comprehensively evaluate students' learning effect and stimulate students' positive psychological expectations through evaluation. For example, when a teacher taught a little girl selling matches, there was such a fragment:
Teacher: (read first and then ask) "The New Year's sun rises and shines on her little body." Students, if you remove the word "small", will you? Please discuss in groups of four and talk about your own views.
After the discussion, the students raised their hands and agreed that it was not good to remove the word, and all expressed their views. )
(Students speak briefly, and the following are only excerpts from the teacher's comments. )
Teacher: It makes sense to understand the content of the text!
Teacher: That's right! You said it in connection with the social reality at that time. What else can you understand? Let's keep talking.
Teacher: You really use your head! Understand the author's thoughts and feelings from the text.
Teacher: You study hard! Talk about your feelings according to the meaning of the sentence, ok!
Teacher: That's right! Would you please read it to everyone?
How do students learn in this teaching process? Teachers don't simply say right or wrong, but integrate their own emotions, infiltrate learning methods, and reserve a lot of space for students to continue learning-the bud of innovative consciousness. Its success is mainly the encouragement of evaluation, which ignites the spark of students' creative thinking. The seemingly dull word "small" actually contains various flavors. In such an atmosphere, the students showed their independent spirit, participated in group discussions willingly and expressed their opinions freely. After such long-term training, students have gradually developed a good habit of studying hard and thinking consciously. The ability to question will also be enhanced. Students can analyze, understand and feel from different angles. On the one hand, it naturally shows its language ability, on the other hand, it also enhances the teaching effect. Love Chinese-learn Chinese-form Chinese literacy-improve Chinese literacy.
The traditional evaluation tool of Chinese teaching is examination paper, which is too single and boring. First of all, we should try our best to change the marking mode, formulate scientific proposition standards according to the requirements of curriculum standards, conduct comprehensive tests on students' listening, speaking, reading and writing, increase the reliability and validity of test papers, and provide correct guidance for students' learning. Secondly, we should change the situation that examination paper analysis only looks at scores and grades, and completely abandon the concept of "judging heroes by scores". The same 60-point Chinese test paper, students' learning effect is different, so we must carefully analyze and judge them one by one, find out students' learning advantages and put forward their existing problems. Some students have a good grasp of basic knowledge, but they are not good at reading comprehension or comprehensive use of language. We should guide them to make more efforts in the application of knowledge, reading comprehension and exercise training, and vice versa. Different students have different understandings of the same topic, and teachers can't reach a unified conclusion. Thirdly, we should guide students to learn to see more content than scores from Chinese test papers and find their own direction of learning Chinese. This kind of teaching evaluation is responsible for students, and the scientific analysis of learning effect can also receive practical results.
The Chinese Curriculum Standard clearly points out that the unity of instrumentality and humanity is the basic feature of Chinese curriculum. In the process of Chinese teaching, we must pay attention to students' learning emotion, attach importance to students' learning process, correctly understand students' learning effect, and highlight the integrity and comprehensiveness of Chinese curriculum evaluation while guiding students to learn the language and characters of the motherland. As a Chinese teacher, we should fully understand the function of Chinese teaching evaluation, get out of the misunderstanding of traditional Chinese teaching evaluation, pay attention to formative evaluation of students' learning, qualitative evaluation, and guide students' self-evaluation, and integrate these ideas into our own Chinese teaching practice, so as to cultivate students' healthy learning psychology and promote students to master scientific learning methods, thus comprehensively improving students' Chinese literacy, broadening the space for Chinese teaching reform and improving the quality of Chinese teaching.
5. The rapid analysis of classical Chinese is my experience for reference: 1.
The range of ancient books you mentioned is very wide, but no matter what, you should follow the procedure of easy before difficult. For example, if you are interested in historical records or history books, you can read stories and translations, recite some wonderful paragraphs, and then read the whole original.
Reading difficult books before laying a solid foundation can only ruin your interest. Second, master the law.
On the basis of reading some classical Chinese, mastering classical Chinese is different from modern Chinese in terms of words, vocabulary, grammar and rhetoric. For example: interchangeable words, different meanings in ancient and modern times, inverted sentences of various sentences and terms, etc.
Third, perseverance. Don't heat for three minutes, don't drum chicken in the middle of the night. You only need to read one article every day, but you must stick to it every day.
You know it seems slow, but there are more than 300 books accumulated in a year, 300 of which are basic books. With the help of reference books, you can read any ancient books. Fourth, reading and writing.
There is too much water to wet the ground just by reading books. Prepare a small notebook and write down important things face to face. If you think there is nothing to remember, just copy the original text, which will definitely deepen your impression. Six ways to learn classical Chinese vocabulary: 1. Recite.
Reciting is the most basic way to learn classical Chinese vocabulary. Especially the following words should be memorized.
1. A common word in ancient Chinese is now extinct. For example, "I" used to refer to people who claimed to be emperors, but now there is only the word "emperor" without the word "I".
Similarly:,,,, and so on. 2. Although there is this word in modern Chinese, its meaning has changed. The ancient and modern meanings are similar but different.
For example, "snot" used to mean "tears", but now it means snot. The ancient meaning of "faith" is "truth", but now it is "faith" and "trust".
The ancient meaning of "although" is "even", and the present meaning is "although". Second, the contact information comes down in one continuous line in ancient and modern Chinese. Although there are development variations, there are similarities or similarities, which can be pushed forward.
1. Contact disyllabic words in modern Chinese. Monosyllabic words are the main words in ancient Chinese.
Modern Chinese is dominated by disyllabic symbols. If you want to know what Guo means, you can contact the word "city Guo" today. In fact, "country" means "outer city". For example, there are words such as change, reason, intention, hometown, old friend and death. , and the ancient word "ancient" combines the above meanings.
2. Connecting with idioms, idioms, dialects and dialects handed down from ancient times, such as "I", the ancient meaning is "poor", and this meaning is still retained in the idiom "take care". Another meaning of "I" is a modest word for things related to myself. Now there are idioms "I" and "my family name".
Three. Comparative method. This method uses the linguistic features of synonyms in ancient Chinese, such as conjunctions, duality and intertextuality, to understand ancient meanings. For example, in The Book of the Teacher, "consult" and "consult" are synonyms, both of which mean "explore". Another example is that "seeking for perfection" uses intertextual rhetoric, "seeking" and "seeking"
In addition, comparing the differences between synonyms and composing songs is also a quick and effective method. For example, "the voice with tears is crying, and the silence with tears is crying."
No sound, no tears. "Fourth, the analysis method 1. Analyze Chinese characters.
That is, analyze the characteristics of Chinese characters themselves to understand their meaning. For example, the word "supervisor" describes the shape of people overlooking the water tray (the water tray was used as a mirror in ancient times), which is extended to supervision. Another example is the word "Miao", which uses the characteristics of the ancient "three" to represent floods.
In addition, you can also use radicals or infer the category of ancient word meanings. For example, the word "stone" is related to "stone", and the "stone" in "trap door" refers to the grindstone.
2. Analyze the components of the words in the sentence to determine the meaning. For example, the "strategy" in "Ma Shuo" is not based on his own way, and the "zhi" after that refers to a swift horse, so it should be interpreted as "flogging".
Verb (abbreviation of verb) abstract There are many polysemous words in ancient Chinese vocabulary, so it is very difficult to remember them one by one, so we can grasp a general meaning and then change it according to the specific language environment. For example, in ancient Chinese, the word "Wei" is a typical polysemous word, and in junior middle school classical Chinese, it has ten or twenty usages only as a verb. Therefore, as long as we grasp the basic meaning of "doing", we can avoid complexity and simplify.
6. Induction is the antonym of "deduction". We can sum up the different uses of a word scattered in different texts, compare and identify it, so as to fully understand the meaning of the word.
For example, the word "genus": (1) There is Mulberry in Meitang, fertile land. (2) the ownership of the company's life.
(3) it belongs to the composition to remember. (4) expression does not belong to Su Huang.
In (1), genus is described as class, in (2) it is described as subordinate, in (3) it is the same as delegate, and in (4) it is described as connection. Problems that should be paid attention to when answering the reading questions of classical Chinese: First, we should make clear the requirements of the syllabus for classical Chinese; One is to "understand the content and be able to read and recite some basic texts smoothly"; The second is "initially having the ability to appreciate literary works".
Clarifying these requirements will help us to implement the key points when studying classical Chinese, and also help us to know well when reviewing and preparing for the exam, so as to avoid going into blind spots. Secondly, we should grasp the comprehensive characteristics of classical Chinese reading questions.
The comprehensiveness of classical Chinese reading questions is reflected in the examination of all kinds of knowledge, among which the source of the selected text, the dynasty of the author, other information related to the author, the pronunciation and interpretation of words, the understanding of sentence meaning and the translation of sentences account for a considerable proportion. For this part of knowledge, we should develop good study habits in peacetime and apply the knowledge to practice, so as not to be at a loss during the exam. In addition, some questions involve the thinking of the article and the characteristics of the article writing.
The author's emotional tendency and the summary of the content of the article. To answer this part of the questions, we should carefully analyze the paragraphs provided by the questions and transplant the methods and skills of modern Chinese reading into classical Chinese reading, and the answers will be handy. The obstacle to solving the problem of reading classical Chinese is the difference between ancient and modern languages.
When solving the problem of reading classical Chinese, we should transform this ancient language into modern Chinese. Generally speaking, the paragraphs of classical Chinese reading questions in the Chinese test questions of senior high school entrance examinations in various places are selected from the basic courses in the teaching materials. Because these texts are usually spoken by teachers, the process of language conversion is not.
6. What are the forms of classical Chinese? Classical Chinese is a written language based on ancient Chinese.
The earliest written language based on spoken language may have been processed. Classical Chinese is an article composed of written language in ancient China, mainly including written language based on spoken language in pre-Qin period.
During the Spring and Autumn Period and the Warring States Period, no articles were invented to record characters, but bamboo slips, silks and other things were used to record characters, and silks were expensive, bamboo slips were huge and the number of words recorded was limited. In order to record more things on a roll of bamboo slips, unimportant words were deleted. Later, when "paper" was used on a large scale, the habit of using "official documents" among the ruling classes had been finalized, and the ability to use "classical Chinese" had evolved into a symbol of reading and literacy.
Classical Chinese comes from vernacular Chinese, characterized by writing based on words, paying attention to the use of allusions, parallel prose, neat rhythm and no punctuation, including strategies, poems, words, songs, stereotyped writing, parallel prose and ancient prose. The classical Chinese in modern books are generally marked with punctuation marks in order to facilitate reading and understanding.