Especially in ancient poetry, there is a famous saying in the west that "poetry is untranslatable"; In the teaching of classical Chinese, a lot of time should be spent on removing text obstacles, that is, reading, translation and understanding. Both have their own characteristics.
1. The purpose of reading ancient poems First of all, we should know the purpose of reading ancient poems. In my opinion, the purpose of ancient poetry teaching is this.
First, the main purpose of learning ancient poetry is accumulation, including accumulation in two aspects. One is the accumulation of language.
There are many words in classical Chinese that are still used in our lives. Accumulating these words is helpful to improve the level of Chinese, so we should accumulate language. In addition, we think there should be cultural accumulation.
For example, many famous sayings and aphorisms, idiom stories and so on. There are many vivid characters and touching stories in ancient poems, which are useful to improve students' literary and Chinese literacy. Therefore, learning ancient poetry well is of great significance to language accumulation and cultural accumulation.
Third, improve the taste of appreciation. There are many excellent essence things in our ancient works.
We learned some in primary school and some in junior high school, so that we can accumulate and read constantly, get all kinds of nutrition from these classic works, and improve our appreciation taste constantly. We should strengthen the reading and reciting of ancient poems. First, we should pay attention to reading and reciting.
Classical Chinese is to be read. At present, students in classical Chinese classes read very little, and even teachers read very little model essays. Play the recording again and listen to the famous reader. Everyone feels very excited. Next, look at content words, function words and comments.
So the taste of classical Chinese is gone. We believe that the first or most important step in classical Chinese teaching is to take students to read, read repeatedly and read well. Practice makes perfect.
Second, recite. Masterpieces of classical Chinese and ancient poetry should be memorized, and memorizing them is their own accumulation.
If you don't accumulate or memorize, you will forget it after a while. It is time for our students to recite. Memorizing more things at this best age is of great significance to their future development, whether it is for their own personality development, ideological development or work development.
Of course, recitation should be based on understanding, feeling and experience, and recitation should be emotional. Now many students recite ancient poems, or recite an ancient poem, just read it once and read it without emotion. This is unacceptable.
Ancient poems should be memorized in your heart. When you meditate and recite 7a68696416fe59e7ad943133332636334, they should flow from your heart. Only in this way can these masterpieces become your things. If you just memorize it mechanically, you will forget it after a while.
Therefore, we should understand when reciting, and recite on the basis of understanding. As for recitation, many people think it is necessary to memorize it by rote.
Of course, we advocate that recitation is based on understanding. After a certain feeling and experience, the content of ancient poetry is "alive" in the mind. At this time, reciting is positive and can be remembered. Moreover, when a person has a good memory, that is, from primary school to junior high school, his ability to recite is the strongest, and his ability in this respect will decline in high school.
However, on the other hand, a certain amount of rote learning is also appropriate. Why? Because it is not easy for junior high school students to thoroughly understand a classical Chinese from content to form.
He can only achieve some of his goals, and the realization of all his goals needs to stay in the future, slowly ruminating and absorbing nutrients like a cow's digestion process. Therefore, we should oppose rote learning, but we should not ask for complete understanding before reciting.
This reminds me of the private school education in the past. At that time, many children didn't understand what they were reading and reciting, but the teacher forced you to recite, and if you couldn't recite it, you had to clap your hands. During this period, many people have accumulated many excellent works. When he was in his thirties and forties, these things began to work. Many of our famous artists, including many mathematicians, have come here in this way, and Mr. Su is such a typical example.
He said that his literary foundation was laid at that time. When he was seven years old, his father told him to recite Mencius.
At that time, he didn't know much about Mencius' theory, but he said it was more important to recite Mencius than to ask a math teacher to teach him math. So, first, let the students recite on the basis of understanding.
For example, when reciting poems, one picture after another will appear in your mind. At this time, I feel very happy. If I don't understand something, I have to bite the bullet, which is good for their future development. Third, use it.
We should constantly strengthen the accumulation in the application. There is such an example.
A student recited a poem every day from kindergarten and once a week after middle school, and recited many poems. The teacher dare not let him speak in class. When he spoke, it was just those poems, and the teacher couldn't judge right or wrong.
Of course, there is something wrong with this teacher's practice, but at least it shows a problem, that is, after accumulating more, it becomes its own thing and can be communicated. There is also a student who wrote a weekly diary in parallel prose when he was in the first grade.
The teacher didn't believe it at that time. Say you copied it. Walking to the blackboard, Tang wrote a parallel prose, which was well written.
Now children's understanding of problems and attitudes towards life are much better than their peers. 3. Set the difficulty of classical Chinese as "Yi". When reading classical Chinese, we should pay attention to its difficulty.
Curriculum standards stipulate simple and understandable classical Chinese. How to understand "Yi Yi"? First, there are few obstacles to writing, so students can basically understand it, and those who don't understand it can also understand it with the help of reference books.
Second, the space is relatively short and the structure is not so complicated, so students can read it within the specified time. Third, there are few allusions, so students don't need to use a lot of rich cultural accumulation to understand these articles.
Of course, there must be appropriate allusions for students to accumulate, but there must be a gradual process. Fourth, the content is easy for students to understand.
Now junior high school.
2. How to solve the problem of reading classical Chinese? How to read classical Chinese paragraphs? What did you do? What was the result? Why? Read this article carefully and silently twice.
Pay attention to the comments after the paragraph, which are usually helpful. Personal names, place names, official names, material names and legal names should be excluded as far as possible.
Words and phrases that play a key role in understanding paragraphs should be deduced in connection with the context. Read the last topic about content analysis carefully and grasp the general idea of the paragraph.
Must be used at the same time Or other signs to remind yourself. 1 1.
Infer interchangeable words from the same pronunciation. Explain the words before and after with intertextuality.
Compare and infer the meaning of words with idioms. Contact the context, give consideration to both before and after, and be consistent.
Understanding of notional words: it is wrong to bring the given meaning into the original text smoothly. The definition of notional words that I haven't heard is often right, just disturbing you.
Skills of answering questions with different meanings in ancient and modern times: There were many monosyllabic words in ancient times, so when you see disyllabic words similar to modern Chinese, you should try to understand the ancient meanings separately. Be specific and vivid.
The meaning of individual interpretation is placed in a specific language environment and is consistent with the context. The four options are compared and weighed to improve the accuracy.
Different meanings in ancient and modern times: bringing the present meaning of a word into the original text, the general rule is right, and it is wrong if it is not. 12. Writing skills of function words in classical Chinese: translate this function word in classical Chinese into modern Chinese, and compare it to see if it is translated into the same word.
Understand the function words in the translation first, and then compare the function words in the paragraphs. Connect the overall meaning of the sentence with the meaning of the context, and pay attention to distinguish the relationship between the contexts.
With the help of sentence structure, we can see whether the parts of speech and function words in the two sentences are the same. Comparison of function words: in each group, we use another sentence given by high school to infer the function word usage of the sentence in the text.
13. answering skills of information screening questions: see the requirements of the questions clearly and ponder word by word. Choose one or two sentences that don't match, and exclude some options.
Considering the context, the critical discourse of the general author cannot be used as an option, and the praise of others can be considered. Personality performance questions: answering skills: first find out the options that can't express the required task personality in the questions, and choose them by exclusion.
Pay special attention to whose character. 14. answering skills of content induction questions: find out the options in the paragraph and explain the corresponding sentences, one by one.
A statement that focuses on analysis and discussion. Grasp the meaning of the text roughly.
Errors in narration or analysis are only at a certain point, mainly in reverse order, out of thin air and so on. Grasp the theme of the full text: paying attention to whether the deeds of the characters are arrogant, whether the time of the incident is accurate, whether the statements of the characters are appropriate, and paying attention to the full text is "loyal minister" rather than "disloyal minister".
In short: the selected articles are often short stories and resumes of ancient sages and good ministers, so the meaning is not difficult to understand, but it is still quite laborious to implement them in individual words, but it is not terrible if you can be bold and cautious. Don't worry when you come across words you really don't understand. Look down first. Maybe you will understand them later, or you can find the answer in the topic. Don't get into trouble if it doesn't affect the problem. If you don't understand, you won't understand If you can't explain it, you can often consider whether it is fake or alive.
Sentence translation: answering skills: roughly understand the whole article and grasp the tendency of the article. Understand the meaning of translation context in detail.
Translate word for word, correct, leave, delete, supplement and adjust. Grasping the translation of key words in sentences should correspond to the context, and these words are the scoring points.
Deduce the meaning of words in the text from modern words and idioms. Pay attention to the flexible use of parts of speech, inverted sentences, general function words and compound words with partial meanings.
Complex sentences should be analyzed from sentence components, grasp the trunk and pay attention to the relationship between sentences. Free translation is derived from the context, not limited to the original structure, from reality to emptiness.
Combine into sentences, which are smooth before and after. It must be translated literally, and generally free translation is not allowed. It must be implemented in every word and be faithful to the original.
First of all, every word in the sentence should be interpreted as modern Chinese. (Xin) ② The most common translation method of single words is to replace monosyllabic words commonly used in ancient Chinese with disyllabic words commonly used in modern Chinese.
Don't translate special nouns such as names and places, and don't be smart. (3) Then connect these words into sentences, which should conform to modern people's speaking habits.
("Da") (4) When connecting words into sentences, pay attention to changing as much as possible, make up what is needed, and adjust them in order. Make sentences complete and fluent.
⑤ Individual words are really meaningless. Try to see if they are casual or flexible. Reading scientific articles pays attention to the whole reading, and explanatory words grasp the basic concepts and the words that explain the basic concepts; Argumentative essays grasp the basic ideas and the words that explain them.
Read the first and last paragraphs carefully and repeat each paragraph in your mind. Mark the sentences that reveal the theme and structure of the article, and name pronouns, related words and signs with strokes.
Read the topic and find out the corresponding area of branch selection. The content and title of the article correspond.
The overall problem-solving skill of scientific and technological articles is to turn negative statements into positive statements in the stem of problems. If there is a stem of words such as "basis", "evidence" and "reason", there should be a causal relationship between the options and the stem.
Use pronouns instead of pronouns to make pronouns consistent with pronouns. Find out the content area related to the option and compare the option with the content of the article word by word.
Derivation options should be based on the original text, with cause and effect. Pay attention to what happened before, cause and effect, first and then, exaggeration and narrowing, and the difference between parts and the whole.
Normal mistakes include intentional confusion, generalization, making things out of nothing, pretending mistakes, changing concepts, reversing cause and effect, imposing cause and effect, and arbitrarily dividing. 7. Skills of answering conceptual word comprehension questions: Find out the content areas corresponding to the options, underline the corresponding sentences in the article, connect the original meanings of the words and grasp the contextual meaning.
8. Answering skills of sentence comprehension questions: clarify the structural relationship of complex sentences and analyze some sentence components appropriately. Secondly, we should seriously think about modifiers, which is the focus of option comparison.
Find out the corresponding explanation in the text and compare it word for word with the options. Analyze causality.
Clear the order. Check whether the explanation of this option is consistent with the tendency of the whole article or paragraph.
9, information screening questions answering skills: find out the content areas corresponding to the options, and filter them in turn. The original content and.
3. Some suggestions on how to develop the teaching strategy of classical Chinese reading: First of all, we should improve the literacy of classical Chinese teachers. This problem is a very important key. It is debatable to let teachers who have no literacy in classical Chinese engage in classical Chinese teaching. Almost all teachers in the Republic of China were born in ancient Chinese, so it is no problem to teach classical Chinese, but most contemporary teachers are Chinese teachers who don't understand ancient Chinese. Therefore, this has caused problems such as formalization and examination-oriented teaching of classical Chinese. Especially the rural teachers who graduated from some normal colleges have no chance to understand the foundation and structure of classical Chinese, which is the biggest hurdle in teaching. It is meaningless to talk about classical Chinese teaching by bypassing this problem. Secondly, we should choose simple classical Chinese and teach in complex classical Chinese. Ancient classical Chinese teaching was carried out through primary schools, universities, four books and five classics, unlike the current textbooks. The difficulties of classical Chinese are confusing, one is ancient classical Chinese, and the other is modern classical Chinese, which makes teaching and students unable to adapt. Therefore, it is necessary to clarify its age at the source. After all, ancient classical Chinese is different from modern classical Chinese. For example, how many teachers really understand the semantics in The Analects? However, it is a chaotic design to let students take this course in grade one. Third, let teachers have some classical Chinese reference books. The most ridiculous thing is that some classical Chinese teachers in some schools actually use Xinhua dictionary to understand the meaning of classical Chinese, which shows that these teaching methods are backward and unsuitable. This method must be changed. Teachers must have the habit of using classical Chinese dictionary tools. Fourthly, according to the above analysis, the teaching strategies of classical Chinese reading should be developed from the following aspects: compiling teaching syllabus step by step, choosing article teaching according to different times, mastering basic real words and function words, paying attention to training and deepening the understanding of vocabulary in test sites, and strengthening students' mastery of broken sentences. If we persist for a long time, we will certainly achieve good results.
4. What are the problems and countermeasures in ancient poetry reading teaching? This tells us that the teaching of ancient poetry and classical Chinese is very different in objectives, means and methods.
Especially in ancient poetry, there is a famous saying in the west that "poetry is untranslatable"; In the teaching of classical Chinese, a lot of time should be spent on removing text obstacles, that is, reading, translation and understanding. Both have their own characteristics.
1. The purpose of reading ancient poems First of all, we should know the purpose of reading ancient poems. In my opinion, the purpose of ancient poetry teaching is this.
First, the main purpose of learning ancient poetry is accumulation, including accumulation in two aspects. One is the accumulation of language.
There are many words in classical Chinese that are still used in our lives. Accumulating these words is helpful to improve the level of Chinese, so we should accumulate language. In addition, we think there should be cultural accumulation.
For example, many famous sayings and aphorisms, idiom stories and so on. There are many vivid characters and touching stories in ancient poems, which are useful to improve students' literary and Chinese literacy. Therefore, learning ancient poetry well is of great significance to language accumulation and cultural accumulation.
Third, improve the taste of appreciation. There are many excellent essence things in our ancient works.
We learned some in primary school and some in junior high school, so that we can accumulate and read constantly, get all kinds of nutrition from these classic works, and improve our appreciation taste constantly. We should strengthen the reading and reciting of ancient poems. First, we should pay attention to reading and reciting.
Classical Chinese is to be read. At present, students in classical Chinese classes read very little, and even teachers read very little model essays. Play the recording again and listen to the famous reader. Everyone feels very excited. Next, look at content words, function words and comments.
So the taste of classical Chinese is gone. We believe that the first or most important step in classical Chinese teaching is to take students to read, read repeatedly and read well. Practice makes perfect.
Second, recite. Masterpieces of classical Chinese and ancient poetry should be memorized, and memorizing them is their own accumulation.
If you don't accumulate or memorize, you will forget it after a while. It is time for our students to recite. Memorizing more things at this best age is of great significance to their future development, whether it is for their own personality development, ideological development or work development.
Of course, recitation should be based on understanding, feeling and experience, and recitation should be emotional. Now many students recite ancient poems, or recite an ancient poem, just read it once and read it without emotion. This is unacceptable.
Ancient poetry should be kept in mind, and it should be read and recited from the heart. At this time, these masterpieces can become your things. If you just memorize it mechanically, you will forget it after a while.
Therefore, we should understand when reciting, and recite on the basis of understanding. As for recitation, many people think it is necessary to memorize it by rote.
Of course, we advocate that recitation is based on understanding. After a certain feeling and experience, the content of ancient poetry is "alive" in the mind. At this time, reciting is positive and can be remembered. Moreover, when a person has a good memory, that is, from primary school to junior high school, his ability to recite is the strongest, and his ability in this respect will decline in high school.
However, on the other hand, a certain amount of rote learning is also appropriate. Why? Because it is not easy for junior high school students to thoroughly understand a classical Chinese from content to form.
He can only achieve some of his goals, and the realization of all his goals needs to stay in the future, slowly ruminating and absorbing nutrients like a cow's digestion process. Therefore, we should oppose rote learning, but we should not ask for complete understanding before reciting.
This reminds me of the private school education in the past. At that time, many children didn't understand what they were reading and reciting, but the teacher forced you to recite, and if you couldn't recite it, you had to clap your hands. During this period, many people have accumulated many excellent works. When he was in his thirties and forties, these things began to work. Many of our famous artists, including many mathematicians, have come here in this way, and Mr. Su is such a typical example.
He said that his literary foundation was laid at that time. When he was seven years old, his father told him to recite Mencius.
At that time, he didn't know much about Mencius' theory, but he said it was more important to recite Mencius than to ask a math teacher to teach him math. So, first, let the students recite on the basis of understanding.
For example, when reciting poems, one picture after another will appear in your mind. At this time, I feel very happy. If I don't understand something, I have to bite the bullet, which is good for their future development. Third, use it.
We should constantly strengthen the accumulation in the application. There is such an example.
A student recited a poem every day from kindergarten and once a week after middle school, and recited many poems. The teacher dare not let him speak in class. When he spoke, it was just those poems, and the teacher couldn't judge right or wrong.
Of course, there is something wrong with this teacher's practice, but at least it shows a problem, that is, after accumulating more, it becomes its own thing and can be communicated. There is also a student who wrote a weekly diary in parallel prose when he was in the first grade.
The teacher didn't believe it at that time. Say you copied it. Walking to the blackboard, Tang wrote a parallel prose, which was well written.
Now children's understanding of problems and attitudes towards life are much better than their peers. 3. Set the difficulty of classical Chinese as "Yi". When reading classical Chinese, we should pay attention to its difficulty.
Curriculum standards stipulate simple and understandable classical Chinese. How to understand "Yi Yi"? First, there are few obstacles to writing, so students can basically understand it, and those who don't understand it can also understand it with the help of reference books.
Second, the space is relatively short and the structure is not so complicated, so students can read it within the specified time. Third, there are few allusions, so students don't need to use a lot of rich cultural accumulation to understand these articles.
Of course, there must be appropriate allusions for students to accumulate, but there must be a gradual process. Fourth, the content is easy for students to understand.
Now those ancient poems selected in junior high school textbooks are relatively easy. 4. Take care of it.
5. Strategies for solving key problems in reading class What are the effective teaching strategies for ancient poetry teaching? Perhaps teachers are familiar with the problem of "the effectiveness of classroom teaching". Indeed, this is not a new topic. As early as the fourth year of the first round of curriculum reform, when there was a tendency of "getting carried away" in Chinese reading teaching, at the national seminar on Chinese teaching reform held in Guizhou and the fifth national seminar on reading teaching held in Guiyang, Mr. Cui Luan made it clear that the theme of the study on the observation activities of the sixth national young teachers' reading teaching was that reading teaching reflected the unity of instrumentality and humanism, and improved the effectiveness of teaching. But today, at the stage of summarizing the first round of curriculum reform, it is the seventh national reading teaching competition for young teachers. There are also many outstanding teachers' representatives from all over the country, who are evaluated by experts as inefficient reading classroom teaching. Therefore, in today's adjustment period of Chinese teaching in primary schools, reading teaching should take a correct, healthy and efficient road. We have to reconsider the problem of "improving the effectiveness of classroom teaching". The author tries to explore the effectiveness of reading classroom teaching from four aspects: teaching objectives, teaching starting point, streamlining links and post-teaching reflection, and puts it into practice: First, thoroughly understanding the teaching materials and understanding "what to teach" is the premise to improve classroom effectiveness. Among the three key links to improve the effectiveness of reading teaching, the first link is to interpret the text accurately and deeply. From the perspective of teachers' teaching, it is to solve the problem of determining teaching objectives and teaching contents. That is to solve the problem of "what to teach". (1) Determine what to teach from the annual target requirements. Curriculum standards clearly point out that Chinese teaching should focus on cultivating students' Chinese practical ability. Looking at the annual goal of Chinese curriculum standard, we can find that it is mainly put forward from the perspective of cultivating Chinese ability. For example, literacy is the most important requirement of the curriculum standard for junior reading teaching. However, in the process of listening to the class, we found that many teachers in the lower grades went into the misunderstanding of goal positioning because of the vague goals of that year. They read "Han Jie on the Chuhe River" in teaching, concentrated on literacy for 65,438+00 minutes in the form of review, and completely analyzed the content during the break, without any literacy and word learning tasks. It seems that the brilliance of the whole class should be fully displayed in this reading analysis. As we all know, our teacher's offside practice ignores the persistence and implementation of the annual goal, and the tendency of advanced reading teaching makes the low-level reading teaching time-consuming and inefficient. It is still literacy teaching, and the lower grades clearly put forward "recognize more and write less". The words to be recognized only need to be recognized in the text, and need to be recognized in another place, emphasizing overall recognition. It is not required to analyze the font structure, nor to accurately remember each component, but our teacher uses the method of "adding one, subtracting one and changing one" to inspire students to remember, but the required words are not well written, which is a dislocation. Another example is the Seventh National Young Teachers' Reading Teaching Competition, which counseled the beautiful third-grade teachers in Xiaoxing 'anling, and put literacy and writing on "reading". They read in spring, summer, autumn and winter, and recognized the words "Hui, Dang, Scrape and Dedicate" in each learning period. This arrangement can be said to be a very practical classroom study for junior children, but it should not be a learning requirement for middle-aged children. We call it "not in place". Therefore, no matter what year or period teachers are, at any time, the stage of teaching objectives is not clear, and the offside and inadequacy of objectives will be the direct crux of affecting the quality of Chinese teaching in the whole primary school stage. (2) Determine "what to teach" from the goal of the theme unit. The textbook of People's Education Edition is organized by special topics, and the first part of each unit is the introduction. The role of lead is probably not paid enough attention by many teachers. Read it carefully. We will find that what is hidden between the lines is the teaching content and reading and writing training requirements of this unit, and it is also an important basis for us to prepare and grasp the teaching objectives of each lesson in this unit. For example, in the second volume of the fifth grade, "Description of a Group of Characters", the introduction tells us: learn this group of texts, feel the vivid characters in the writers' works, understand the methods used by writers to describe characters, and apply them to exercises. Then, whether preparing The Little Prince's Struggle with the Fat and Short, Before Yan Jiansheng's Death, or Love at First Sight between Feng Chili and Lin Daiyu, our teaching should focus on how to guide students to feel the characters and how to guide them to understand the methods of describing them. As an extension or a combination of reading and writing, how to guide students to apply the method of describing characters? These are the goals to be achieved. Take the book "Yan Jiansheng's Dying" taught by Teacher Liang as an example. Mr. Liang repeatedly stressed the need to grasp the key words "two fingers, two relatives, two dollars, two stems of lamp grass, two or three shakes" to understand Yan Jiansheng's image as a miser. There is a way to describe characters everywhere-detailed description like sketch, which vividly depicts Yan Jiansheng's character. Yan Jiansheng's image also left a deep impression on the students' minds, and he knew the description methods of characters like the back of his hand, so the objectives of this lesson were basically put in place by Teacher Liang. Then, according to the characteristics of the text, such as The Last Battle Elephant in the first volume of the sixth grade, we should determine the three language abilities of this class: First, cultivate the ability of speed reading, which is not only the annual goal of the senior grade, but also the unit goal, and at the same time, because it is a long text, it is suitable for cultivating the ability of speed reading. Second, cultivate the ability of product details and understanding emotions, which is not only the annual goal of senior students, but also the training project of theme units. Because the detailed description is the outstanding feature of this article. Thirdly, it is to cultivate students' ability to express their feelings with details and combine reading and writing. The goal positioning is accurate and the teaching design is prominent. When Liu designed The Last War Elephant, the first step was to let students read the text quickly and understand the main content. Secondly.
6. Ai Chen's translation of the classical Chinese "Gentleman on the Beam" is a common occurrence in rural areas. He sets an example and is fair. If there is any dispute between right and wrong, ask him for a fair judgment. He will explain right and wrong in detail, and both sides have no objection afterwards. Some people even said, "I would rather be punished by the government than be said no by teacher Chen." When the harvest was poor and the people were poor, thieves entered Ai Chen's house at night and hid. I got up and adjusted my clothes, gathered my descendants together, and solemnly admonished them, saying, "People have to encourage themselves. Unkind people are not necessarily bad in nature, and (bad) habits are often formed by (not paying attention to) character cultivation, so they have come to this step. The gentleman on the roof is such a person! " The thief was so scared that he jumped from the beam to the ground and kowtowed to Chen Ya. Chen Ya told him slowly and in detail, "You don't look like a bad person, so you should get rid of your bad habits and be a good person again. However, you are forced by poverty in this business. " He ordered to give him two pieces of silk. From then on, there were no thieves in the county. Reason: Everything depends on the situation. Method: