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 came into play. 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. 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 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 textbooks.
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.
4.5. What are the problems and countermeasures in ancient poetry reading teaching? Problems and countermeasures in reading teaching of ancient poetry in junior middle schools: the present situation of ancient poetry teaching 1. The teaching of ancient poetry has been reduced to rote memorization. Some teachers look for evidence from traditional culture: the ancients rote memorization, and there are more scholars in universities than now.
However, I only heard that the ancients recited the original text. Nowadays, teaching is "innovative" to the point where even translation is memorized by students. It is true that the method of reciting is effective, and only by reciting can students "have rich accumulation and form a good sense of language".
However, the "recitation" emphasized in Curriculum Standards is based on understanding, which is essentially different from rote learning. 2. The teaching of ancient poetry has been reduced to the course of "explaining Chinese characters". After all, the context of ancient poetry is very different from that of modern literature, so it is necessary to "explain Chinese characters".
But it is biased to focus on "knowledge" as the teaching goal. Not to mention how to achieve the other two goals, the "ability" in "knowledge and ability" alone cannot be improved.
Mastering knowledge is the foundation, cultivating ability is the foundation, and cultivating and sublimating humanistic feelings is the foundation. Due to the indifference to humanistic quality, our ancient poetry teaching, although clear in knowledge, can not give students value guidance, and it is natural for students to be "listless".
In short, the teaching of ancient poetry and prose can be described as emphasizing "words" (language materials) and neglecting "text" (humanistic value). Emphasizing the low efficiency of "character", students can't independently "read simple and easy classical Chinese"; Ignoring "literature" can't achieve the educational goal of "emotional attitude and values".
One of the reasons is the influence of the baton in the senior high school entrance examination. The implementation of quality education has reduced the difficulty of the examination of ancient poetry, and only in class, the basic content has been stipulated.
No wonder teachers have to "choose" to talk about ancient poetry in class, and they are "comfortable" in the above two classes. The "baton" also led teachers to refuse to understand the textbooks in depth. Where is the starting point and the foothold of the humanistic quality of ancient poetry? They have no bottom in their hearts, so they can't "teach".
Second, teachers are old-fashioned, unwilling to keep pace with the times, and always hold the traditional teaching method of "changing with the constant". Some people regard "values" as a by-product of education, so "let nature take its course".
Third, there are quantifiable "hard requirements" for "teaching by example", that is, test scores; And "culture and education" has only "soft requirements" that can be advocated-curriculum standards. The former is tangible, while the latter is intangible. Naturally, it is thicker than words and thinner than words.
From this point of view, there are many responsibilities in the current situation of ancient poetry teaching, but the responsibility for the final implementation lies with teachers, so let's talk about countermeasures as teachers. Countermeasures for teaching ancient poetry and prose 1. Changing rote memorization into recitation and meditation will only destroy students' spirituality, while recitation and meditation will certainly bring students happy interest and promote their self-satisfaction.
In "From a Hundred Herbs Garden to the Moon in Santan", Mr. Lu Xun described Mr. Shou Jason Wu's chanting and meditation: shaking his head and intoxicated, so that the students unconsciously played games. Reciting and pondering are different from reading for memorization, but reading for understanding.
Chanting Buddha is a process of understanding and tasting from mouth to heart. Charm comes from singing, and interest comes from singing. If you sing more, you will enter the profound spiritual world in the text, and your thoughts will be rich and profound.
Therefore, the teaching of ancient poetry and prose should guide students to recite repeatedly, taste the beauty of language and feel the spiritual charm of their works, so as to make them become Zhuge Liang, Fan Zhongyan, who worries about the world first, and enjoys the world afterwards, Du Fu, who covers the poverty of the world with a vast balcony, and wish people a long journey. If you recite and ponder, you will have no problem in the exam.
2. Changing "explaining Chinese characters by writing" into "teaching them to fish" and "explaining Chinese characters by writing", teachers suffer and students gain little. For its complacency, teachers should "explain words" and "chew words" for students.
First, let students learn independently with the help of notes and reference books, then discuss, supplement and correct each other, and finally the teacher instructs them to "teach people to fish". For example, guide students to learn to use annotations: if it is a whole annotation, it is necessary to realize the meaning of keywords accordingly; If only the key words are marked, the whole sentence should be connected before and after; Words without E5a48de588B6323131335323631343130323136353313333393663 should be in context.
For example, the word "effect" in "Teacher's Watch" may be entrusted by your majesty to revive the effect of my sin, but if it doesn't work, I will punish my sin. But it is not difficult to see from the context that the former means the noun "responsibility" and the latter means the verb "completion". Then we should infer from the big context (such as the theme of the text).
For example, what is the subject of "Fu Sheng" in "Chen She Family"? Some say they are rebels, others say they are defenders. Some faculty members are vague about encouraging students to interpret multiple personalities.
In fact, combined with the huge momentum of the rebels expressed in the article, the latter is more appropriate. Students should also be taught to understand according to the geographical environment written in the article.
For example, the interpretation of Yueyang Tower's "Tiger Roars and Apes Cries" should consider whether Dongting Lake area is the place where tigers and apes live; In fact, the so-called "roaring tiger crying ape" only describes the sound of "evil wind howling". 3. Change aerial analysis into discussion and inquiry. Because the "text" is thin, teachers often analyze the ideological content and artistic characteristics of the works in the air, which does not guide students to improve their humanistic quality.
The best way is to turn teachers' overhead analysis into students' discussion and inquiry. For example, in the teaching of Yueyang Tower, by summing up the sentence "Weiss, who are we going home", let students explore the author's thoughts and feelings.
Therefore, it is very important to find out "Sri Lankans". From the above, "four people" refers to "Gu Renren". No, who am I with? The author's lofty ambition of "worrying about the world first, and enjoying the world later" will make students respect; According to the analysis of the author's reasons for writing this article, "four people" implies a kindred spirit Teng.
The author does not forget to use the topic to encourage Teng not to be moved by his good intentions of "observing words and feelings", "birds of a feather flock together" and "feeling sorry for themselves". Another example is to appreciate Ouyang Xiu's "Preface to Drunk Pavilion" and grasp the sentence "The loser sings on the road and the traveler rests in the tree" and ask: "Under normal circumstances, the loser is tired and wants to take a break; The monkey is very happy and can sing.
How about changing the original sentence to' the loser rests in the tree and the traveler sings on the road'? Through discussion, it is clear that the loser should sing and the runner should rest. Both of them are attracted by the beautiful scenery of the drunken pavilion, so the loser will forget fatigue and the runner will forget fatigue.
5. Read the following classical Chinese and complete the question (1). If the word "entrust" is translated into "delivery", it should be followed by the object of delivery and a noun, but the verb "product" is followed by the original sentence, so it should be "accumulation" (2) straw mat; Block, clod. In the ancient ceremony, in the funeral of parents, the dutiful son took the grass recommendation as the seat and the clod as the pillow. Therefore, "blocking" is the etiquette when mourning for parents. Service vacancy: refers to the expiration of the mourning period. (3) Item B corresponds to "Ba Jinling, Li Cheng, Meng Jian took a photo of Wuxi County, with political voice, and recommended it to the above table". The previous sentence is correctly understood, while the latter sentence "Ye Heng advised the emperor to give a bachelor's degree" is out of thin air. Ye Heng only hoped that the emperor would "forgive his madness and accept his loyalty" out of his love for Li Nan. (4) Version ①, household registration book and roster; "Hidden leakage", concealing omissions; "lose", pay and pay; "Borrowing", name registration; 2 "Send", open; "rice", porridge; "Urgency", compound words with partial meanings, critical matters; But ... yeah, what ... Answer: (1)D(2)C(3)B(4)① There are accumulated disadvantages in the household registration book. Most of the rich households hide their omissions, and the poor and weak households are trapped in repeated tax payment. Ye Heng listed private households as ninth class and removed them from the list as fifth class. (2) Ye Heng opened a warehouse to cook porridge for the hungry. Some people say that it is not easy to open a regular warehouse. Liang, give him your seat calmly, discuss confidential matters, or call him in at any time. The emperor sent an envoy (Xu Jinguo) to return the land south of the Yellow River. Ye Heng said: "Our admonition officer Tang Bangyan is eloquent and suitable for Xu Jinguo." Tang Bangyan asked to meet the emperor and asked why he sent envoys. He knew that it was because of Ye Heng's recommendation that Ye Heng rejected himself and heard that Ye Heng was a guest.
6. How to deal with the relationship between "speech" and "text" in classical Chinese reading teaching: How to deal with the relationship between "text" and "speech" in classical Chinese teaching Author: Lin Wenxin Date of publication: 201-04-26◆ How to deal with the relationship between "speech" and "text" in classical Chinese teaching As the name implies, one is "speech" and the other is "writing". Whether the teaching of classical Chinese can reflect its proper connotation and its own teaching rules depends on how you handle the contradiction between "speaking" and "writing". Judging from the daily situation of classical Chinese teaching, the biggest mistakes in classroom teaching, or the problems that have the greatest influence on the quality and effect of classical Chinese teaching, are these two. "Yan" and "Wen" must be integrated. Classical Chinese must be taught in a basic way, and "speech" and "writing" must be integrated. However, after forming this understanding, there are still some concrete and real deep-seated problems worth exploring and thinking about in teaching practice, that is, how to integrate. The understanding of "Yan" in daily teaching is often not in place. Now many teachers are aware of the importance of "Yan", but his understanding of this "Yan" is very narrow. He believes that the so-called "words" in classical Chinese are knowledge, and even have a narrower understanding. Just like our high school, some people think that "Yan" in classical Chinese is the grammar of ancient Chinese. Although this understanding pays attention to the combination of the two, in fact, we still have not fully grasped the fundamental task of classical Chinese teaching. The connotation of language is not clear. ◆ The word "Yan" in classical Chinese refers to: vocabulary accumulation, ancient Chinese grammar, reading method and sense of classical Chinese language. The word "Yan" in classical Chinese has many levels and aspects, and I have sorted out five aspects. The first is the accumulation of words, which everyone cares about. I think we should separate the word accumulation and mainly emphasize the substantive words. Real accumulation. As far as I know, function words are different from content words. It is not the same thing to master which function words in the process of repeated reading, so this is a course. What about the second one? I think the word "Yan" in classical Chinese requires a little understanding of the grammar of ancient Chinese. What's more, from the perspective of teaching and learning classical Chinese by myself, it may be more efficient to know a little. What about the third one? I think it is more important to master the reading method and interpretation method of classical Chinese, which has its own characteristics, and this is the basic connotation of the speech. One of them is often overlooked by our teachers and ourselves (does xu teacher agree with me?). In fact, this "speech" in classical Chinese has a very important sense of language, which should be said to be the highest realm of "speech" in classical Chinese, because students start to do questions from the college entrance examination. Judging from the process of reading simple Yi Wen at ordinary times, he really didn't apply it to analysis. It is necessary to recall that there are several images in this poem, and there are not many sets. After the formation of language sense, it is your ability to read simple classical Chinese as stipulated in the curriculum standard. So I may not have listed them all. I think the connotation of this word should be fully understood. ◆ Connotation of "Wen" in classical Chinese teaching: Besides "Classical Chinese", articles, literature and culture also include articles, literature and culture. So as far as the level of "literature" is concerned, there are at least three levels. For example, the story of Yueyang Tower that we are teaching today is worth learning from the perspective of article study. If we just grasp one word and give up such a good structure, many tasks that classical Chinese teaching should undertake will not be reflected. Then there are many things in the article itself, so I won't talk about them here. The article itself is also very rich, with many works in classical Chinese. Like Wolf is a novel. In this novel, we can not only learn words, but also learn some literary qualities of the novel. ◆ How to integrate "word" and "text" in classical Chinese teaching? The connotations of "Wen" and "Yan" should jump out of the previous narrow understanding. On this basis, consider how to integrate the two. Then I have a basic idea about the integration of the two, that is, we should teach on the basis of words, and in the process of teaching words, we should integrate the connotation of the text and jump out of narrow words. So speaking of this, I think, today I listened to two classical Chinese reading classes given by two teachers in Fan Jing Middle School, and I still have some ideas about this. Their embodiment is also in place. For example, the first teacher, Wolf, the teacher surnamed Ma may know that every step of her whole teaching process is based on words. The first step is to sort out the knowledge of classical Chinese, which is a very centralized and direct method to solve the problem of writing. Then the second step is to ask the students to retell the story of the wolf. This retelling is actually a kind of speech activity, that is, the speech activity of classical Chinese. Besides, I really appreciate this kind of activity. She jumped out of the simple and single form of equivalent translation and told stories at the third level. In fact, storytelling still focuses on an understanding of words. Students accept internalization and then express it. Then there was a detail that impressed me particularly. She caught the main idea of Wolf, and caught a sentence, "The Wolf is too weak" and "And" Stop laughing. She grasps an "meaning" and an "ear" to let students taste and think. I think this is the most typical combination of "Yan" and "Wen". The theme of the novel, the image of the wolf and the taste of poetry are a successful teaching treatment of combining "words" with "literature". What is classical Chinese reading and what is reading? The so-called reading means that teachers take students in and out, and so does classical Chinese reading. Teacher Ma just gave an example, which is actually the case. She first came out of the text and grasped the characteristics of the wolf, and then the characteristics of the wolf were formed, instead of walking on an overhead height and returning to the text. This process of going in and out should be said to be a relatively correct reading teaching. Reflected in classical Chinese, it can be said that the combination of language and literature is seamless and the effect is very ideal.