For me, who has been engaged in teaching for a short time, I can only teach students to swim. The following is my humble opinion, and I hope those who change it will correct me. First of all, I think we should look at it from two aspects, reading ancient poetry and ancient prose. Whether it is ancient poetry or ancient prose, junior high school students live in a highly developed media society. Popular vocabulary and online vocabulary have become the trend, and traditional culture has been impacted. It is difficult for students to understand the feelings and aspirations of ancient sages. In this way, the teaching of ancient poetry in junior high school is more difficult. Secondly, from the perspective of ancient poetry, it is difficult for students to understand the images and meanings of poetry. Therefore, we should pay attention to several aspects: 1, and learn to use existing materials, such as topics, notes, the author's life experience and so on. Because the title can generally reveal the content and emotion of poetry (such as "Wounded Tian Jia", which implies the type of poetry); Annotations and life experiences can reveal the background of poetry. If we can appreciate poetry by "knowing people and discussing the world", we will certainly have a deeper understanding of the connotation and emotion of poetry. If this information can be effectively used in the proposition, it will be very helpful to interpret the poet's mood and emotion and the connotation of his works. 2. Pay attention to the reasonable appreciation process. Poetry is composed of images, and then the artistic conception embodies poetry. Image is the foundation of poetry and artistic conception is the picture of poetry. Poetry is the connotation of poetry. To appreciate a poem, we must first analyze the artistic conception from the image, and then experience poetry from the artistic conception. "Image → Artistic Conception → Poetry" is a reasonable process of appreciation of ancient poetry from part to whole, which cannot be reversed. It can be seen that ① reading aloud (silently during the examination) the whole poem—② feeling the image depicted by the poem (by understanding the language) —— ③ understanding the image and artistic conception (by association and imagination) —— ④ then understanding the image and producing a * * * sound with it —— ⑤ perceiving and evaluating the aesthetic value of the image (that is, the theme and social significance of the work) ——— ⑤ creating a new image in your mind, which is the correct step of poetry appreciation. In a word, it is. I finally understand why I wrote it. 3. Pay attention to the analysis of poetic expression. Ancient poetry often uses some expressive techniques and rhetorical methods to express emotions and thoughts, such as lyricism in scenery, reasoning in scenery, lyricism by borrowing scenery, metaphor, exaggeration, personification, duality, metonymy, contrast and other rhetorical methods. Therefore, when appreciating ancient poetry, we should pay attention to the analysis of the expressive techniques used in poetry and their functions. 4. Master some necessary allusions and customary images of ancient poems. The unique effect of allusions can be concise. The review of allusions should avoid being difficult to understand, but students should master the familiar ones that they have come into contact with, such as Wu Lingren, Old Man in Lian Po, Sima Qing, The Poem of Cardamom, and Seal the Wolf to Live in Xu. Some custom images in ancient poetry have specific uses, such as "Liu" commonly used in farewell poems. Images such as "chrysanthemum" and "orchid" are often used to express one's ambition and integrity. Mastering the meaning of allusions and common images can help us find the breakthrough point to understand poetry. 5. Appreciating the artistic conception from the object described in the poem is expressed by the object described. Therefore, to appreciate the artistic conception of a poem, we can start with the object described in the poem. For example, Ouyang Xiu's Wandering Fengle Pavilion describes the scenery around Fengle Pavilion in late spring. This kind of artistic conception is expressed through the scenery of "mangrove", "green hill", "green grass" and "fallen flowers" in the poem To appreciate the artistic conception of this poem, we must grasp these description objects and analyze them in combination with the whole poem. 6. Strengthen written expression and pay attention to logical order. Candidates often have certain views and feelings about a poem, but once the language is described, the students' thinking is greatly discounted and they write appreciation words. You can't use the terms related to poetry appreciation accurately, and you can't express your own ideas. Judging from the marking effect, marking teachers are also more inclined to like those fresh, well-expressed, organized and logical answers. Answer the questions point by point, and give examples after the points. Using one, two, three, four or one, two and other styles with obvious signs will often get a clear evaluation. On poetry, there are no branches. Focus on the poem itself. Generally speaking, you don't need to quote classics to answer questions. The organization of the answers varies from topic to topic. (1) for "question and answer", what to ask and answer. (2) for "summary", the mode of "total-division-total" is generally adopted, that is, "what is written in the poem-how to write it-the benefits of this writing". According to the requirements of the topic, the words in the work are analyzed and expounded. ④ To answer the question "What is the theme of poetry", we should point out the ideological tendency and emotional characteristics of poetry, and specifically analyze what artistic means and poetic images it uses to express thoughts and emotions. The organization of answers has different rules and routines for different questions, which need to be carefully pondered and summarized in training. Answers should be accurate, standardized and specific. That is to say: ① Stick to the requirements, ② Understand the hints thoroughly, ③ Express accurately, ④ Complete the main points, ⑤ Analyze concretely, ⑤ Organize in an orderly way, and ⑤ Fluent in language. Then, from the perspective of classical Chinese reading, the difficulties in classical Chinese teaching are: great differences between ancient and modern expressions, complex use of function words and refined semantics. Students often regard it as a fear of the road, and teachers also suffer from unsatisfactory teaching results. There may be many reasons for these problems, but one of them is. It is in the teaching of classical Chinese that the grammar of ancient Chinese is put in an inappropriate position and the so-called mastery of grammatical rules is overemphasized. In class, teachers talk about "preposition object", "attributive postposition", "causing action" and "intentional action" over and over again, and a function word induces more than a dozen different usages for students to memorize mechanically, thinking that this can help students master the rules and learn classical Chinese more quickly and economically. Such a teaching method of classical Chinese will only make students learn classical Chinese faster and more economically. Let alone interested. The teaching of common sense in classical Chinese should be less but better, and the key point is to improve students' reading ability in classical Chinese. Classical Chinese learning certainly has its own rules, but what are the rules? According to our understanding, it is very important to solve the difficulties in classical Chinese teaching and pay attention to the practical ability of classical Chinese reading. First of all, reading is the basis of learning a language. Since ancient times, reciting is a good way to cultivate the sense of written language. Mr. Ye Shengtao and Mr. Zhu Ziqing once said: "If you want to understand all aspects of vernacular and classical Chinese kindly, you must spend some time reciting them." The ancients also advocated reciting. The role of reading is shared by society. Han Yu once said, "Never stop reciting the six arts ..." Ancient education seized the golden age of children's language acquisition, taking reciting as the main teaching method, memorizing it first, laying a good foundation for the language sense of classical Chinese, and then slowly understanding it later, so that the meaning of the memorized content gradually became clear. Nowadays, middle school students recite classical Chinese after reading it. Although they started later than ancient children, the amount of reciting is very small. But for students, it is still meaningful to get a sense of classical Chinese. Therefore, it is necessary to ask middle school students to recite some famous books in the text. This kind of recitation is conducive to cultivating students' simple classical Chinese reading ability. Second, vocabulary is the key in pronunciation, vocabulary and grammar. Because pronunciation has no obvious influence on the understanding of the content of the article, there is little difference between grammar and ancient times, and vocabulary has changed the most from ancient times to modern times. Vocabulary depends on accumulation, especially function words. Although the number is small, their usage is extremely complicated. If you don't know the usage of function words, it will be difficult to understand the meaning of the text. After reading classical Chinese, if you encounter any function words that are difficult to explain, you should investigate them in the corresponding common usage system and consider whether you can determine their usage and explain them correctly. Third, language learning must start from the perceptual, not from the abstract so-called grammatical rules. Remembering grammar essentials can not really improve the reading ability of classical Chinese, but should improve the feeling of language in reading. Reading classical Chinese in the senior high school entrance examination will definitely get extra-curricular language materials. Faced with unread paragraphs or articles, there are no reference books to look up. What should we do? Many students feel helpless when solving such problems. According to my own teaching practice, I summarized four steps to solve problems for students' reference only.
The first step is to browse the topic quickly.
There is a characteristic in the extracurricular reading questions of classical Chinese: some topic options show the meaning of some keywords in the text, while others suggest the main content of classical Chinese. Browsing the topics helps students to understand the general meaning of classical Chinese. Therefore, after receiving the extracurricular reading paragraphs of classical Chinese, we should first quickly browse the topics after the paragraphs.
The second step is to analyze the topic carefully.
Generally speaking, extracurricular reading of classical Chinese will give a title. Students should pay attention to and carefully analyze the titles of paragraphs, because most of the titles themselves summarize the main contents of classical Chinese. For example, in an exam, we took an extra-curricular reading of classical Chinese, which is a knowledge of "helping each other in the same boat". The title of this subject-predicate structure summarizes the main content of the paragraph, and we will know the main content of the paragraph after reading the title. In short, careful analysis of paragraph titles will enable us to
The third step is to read the full text quickly with notes.
When reading a passage of classical Chinese after class, some difficult words in classical Chinese are generally annotated. These notes help students to understand the main content of classical Chinese accurately. Therefore, teachers should remind students not to ignore these notes, but to read the full text quickly with the notes. When you encounter some difficult words, you should consider them carefully in the context and solve them by guessing. If you can't solve it, don't stop and think hard, but keep reading.
The fourth step is "the right medicine".
There are three kinds of reading problems in extracurricular classical Chinese, namely, word interpretation, sentence translation and content understanding. Different problems adopt different methods:
(1) Word explanation questions. This kind of questions mostly examine the phenomenon of polysemy of notional words in classical Chinese, which is basically learned by students in classical Chinese in class. When solving problems, we should first apply the meaning of the content words in classical Chinese that we have learned, and then contact the context test. Fluency after the exam is the correct answer.
(2) Sentence translation. In order to explain the meaning of keywords, sentences should be translated freely on the basis of literal translation. Attention should be paid to the following issues: First, proper nouns such as year number, person name, place name, official name, property name, book title and country name should be kept as they are, and no translation is needed. For example, "Four Years Spring (Year Number), Teng (Name)". He is the prefect of Baling County. Second, words that have no practical significance should be deleted. For example, "Chen Shengsheng is also from Yangcheng" and "Zhejiang ..." mean meaningless and should be deleted. Bobby Chen is from Yangcheng. Thirdly, there are some special sentence patterns in classical Chinese (such as verb inversion, prepositional object and adverbial postposition) and word order in modern Chinese. You are too clever. Fourthly, if the translated sentence is ellipsis, the omitted elements should be supplemented. For example, "Naidan wrote' Chen Wangsheng' on the silk book (omitting the subject)." They wrote the word' Chen' on the silk book with vermilion. (3) Content comprehension questions. Generally speaking, express a center or a philosophy. Therefore, after understanding the content of the full text, we should further think about the author's writing intention contained in the article. Sometimes the author hides the theme in the whole narrative process, so we should think about the meaning of the event; Sometimes, the author makes comments at the end of the article to reveal the center of the article, so we should pay more attention. For example, in Fan Zhongyan's "The Story of Yueyang Tower", the author hides his writing intention in narrative and scenery writing, and does not show his intention until the end of the article, praising the broad-minded mind of the ancients, and encouraging himself and his friends to take the world as their responsibility. Second, extract keywords from the original text to answer; Third, organize written answers in your own words. Among the three methods, the accuracy of the first and second methods is generally higher.
The basic principle is to understand the meaning of a sentence by explaining words.
First of all, we should accurately grasp the meaning and usage of real words and function words in the text. To master the notional words in classical Chinese, we should start from the following four aspects: polysemy, different meanings in ancient and modern times (the expansion of meaning, the narrowing of meaning, the transfer of meaning, the change of emotional color, etc. ), flexible use of common words and parts of speech (flexible use of nouns, verbs, adjectives, causalities, intentional use, etc. )
Secondly, we should understand the common sentence patterns and their characteristics in classical Chinese. Mastering the special sentence patterns in classical Chinese that are different from modern Chinese is an essential ability to read classical Chinese. The common sentence patterns in classical Chinese are as follows: the judgment sentences (mostly "zhe", "ye" and "zhe") use "Fei", "Nai", "Xi", "Wei" and "Ze" to express certain affirmative or negative judgments; Can also be judged by the "yes" table), ellipsis (omitting subject, predicate, object, preposition or object-object phrase), inversion (preposition preposition, preposition object, attributive postposition, adverbial postposition), passive sentence (with the help of passive verbs, such as "Bei", "Yu" and "Wei ……"), without the help of passive verbs.
Third, we should master the principles, methods and steps of classical Chinese translation.
Classical Chinese translation is a difficult and important point in the exam.
The principles of classical Chinese translation are: faithfulness (accuracy, faithfulness to the original text, no distortion, no omission, no arbitrary increase or decrease of meaning), expressiveness (clear expression, fluent language) and elegance (conciseness, elegance and literary grace).
The most basic methods of classical Chinese translation are left, supplemented, deleted, modified and adjusted.
1. Stay is keep. All words with the same meaning in ancient and modern times, as well as names of people, places, things, books, official names, country names, year numbers, units of measurement, ancient proper nouns, etc. , can remain unchanged in translation.
2. Supplement: Make up the omitted components.
3. Delete: Delete untranslated words. Any function words in classical Chinese that have no practical meaning and only express mood, pause, complement syllables and ease mood can be omitted.
4. change: replacement. Replace the corresponding ancient words with modern words.
5. Mood: Adjust the sentence order of inverted sentences according to modern Chinese idioms.
In addition to mastering the above principles and methods, translation should also have steps: explaining words-linking meanings-following sentences.
Note: Literal translation is word for word translation. Free translation means translating the main idea. Classical Chinese translation is mainly literal translation, supplemented by free translation. When metaphor, metonymy and extension all fail, free translation is adopted.