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Clear requirements. There are three main purposes in the teaching of ancient literature in China: First, to enable students to master the basic knowledge and theory of ancient literature in China, to learn the works of major writers in various historical periods, and to understand the general situation of the development of ancient literature in China. The second is to cultivate and improve students' ability to read, appreciate and analyze China's ancient literary works. Third, through learning, students can correctly treat the cultural heritage of the motherland and inherit and carry forward the outstanding achievements of Chinese culture. According to the requirements of the Ministry of Education, combined with the current teaching situation in colleges and universities and my teaching practice, the author thinks that to achieve the teaching purpose of China ancient literature, we should at least grasp the reality from the following aspects and do a good job in teaching.
First of all, the explanation should be vivid and avoid scripted.
At present, people acquire knowledge in an unprecedented way. Classroom teaching, as a conventional way of imparting knowledge, must work hard on vivid images if it wants to be invincible in the rich and colorful channels of knowledge dissemination. For example, by mastering the teaching content skillfully and giving lectures or telling stories, students' attention and interest are aroused, so that they can naturally indulge in it, be infected and edified, and take the initiative to master the subject knowledge required by the syllabus. At present, the main problem in the teaching of ancient literature is that some teachers are not vivid enough in teaching. These teachers often follow the book and pay no attention to the students' reactions. As a result, students are often unable to mobilize their enthusiasm and initiative in the learning process, but only passively accept knowledge, resulting in unsatisfactory learning results. For this problem, some teachers and even famous professors are hard to avoid. This problem should be paid attention to and solved in time.
Second, set the situation according to the content and pay attention to students' participation in interaction.
In the teaching of ancient literature, there are many teaching contents that can be set up in situations or even arranged into plays. If teachers can work hard in this respect, students will be willing to participate, learn knowledge in happiness and form a virtuous circle. For example, in the teaching of Ma Zhiyuan's "Tianjingsha Qiu Si", teachers can let students use their imagination to conceive and draw an impressive picture of "dead vines, old trees, faint crows, bridges, flowing water, people, ancient roads, westerly winds, thin horses, sunset and heartbroken wanderers", so that they can not only deepen their understanding of their works, but also improve their painting ability. At the same time, we can communicate and interact with teachers better, which can be described as killing two birds with one stone. For example, in drama teaching, according to different roles, let students play the relevant characters, so that students can deepen their understanding of the content and significance of the works in the process of understanding and playing the roles, so as to achieve the effect of drawing inferences from one example to another.
Third, adopt problem-solving teaching to promote a good grasp of knowledge.
In the teaching of ancient literature, students can ask questions and teachers can give comprehensive explanations. Teach them knowledge in this way, so that they can master knowledge well in the process of solving problems. For example, when talking about the literature of the Tang Dynasty, students can ask the following questions through induced prompts: Why did the literature of the Tang Dynasty present an unprecedented scene of prosperity and development? Why did Tang poetry become the symbolic literary achievement of Tang literature? What are the main schools of poetry in Tang Dynasty? What are the characteristics of each genre? What are their similarities and differences? What is the main style of Tang poetry? What is the reason for this main style? For these questions, teachers can use heuristic teaching, combined with the economic, political, cultural, ideological, transportation, foreign exchange and other conditions at that time, so that students can answer independently and try to find an objective answer as much as possible. Finally, the teacher makes a pertinent comment on the students' answers, points out the advantages and disadvantages of the answers, and points out the correct direction to correct the mistakes. In this way, over time, students can find their own solutions to the problems existing in the study of ancient literature, and realize a good grasp of what they have learned and a good training of problem-oriented thinking through their own efforts.
Fourth, through the narrative of groups and individuals, promote students' mastery of knowledge.
College students are more active in thinking. They often don't want to sit and listen to the teacher, but are willing to speak for themselves and let their classmates listen. If students are allowed to speak for themselves, they should make some preparations for what they want to say, such as searching for relevant knowledge and enriching relevant content. This can deepen their understanding of what they have learned, and at the same time, it can also exercise their courage and cultivate their teaching practice ability, thus consolidating their knowledge and improving their teaching ability and expression ability. In order to achieve good results through this teaching method, teachers should make a good teaching plan of grouping and dividing people, and refine the task of telling learning to each student. At the same time, teachers should also give students enough preparation time to fully understand and master what they are responsible for telling, so as to avoid forgetting words and making a fool of themselves on stage, resulting in a vicious circle, which will affect the whole teaching work and the improvement of students' psychological quality. Therefore, adopting this teaching method, in addition to making a series of detailed plans, it is also necessary to make corresponding emergency plans. Especially for some introverted students, we must make good measures and solutions to psychological problems, and don't leave a shadow because they can't tell stories, which will affect their future study and even their future teaching work.
Fifth, properly carry out on-site teaching, so that students can master knowledge in deep feelings.
At present, some schools have made useful attempts in cultivating students' practical ability. This work should be continuously strengthened. For example, when talking about metrical poems, students can be organized to exchange and study in local poetry clubs, and their mastery of metrical poems can be deepened by listening to some old experts' understanding of metrical poems and impromptu poems. For example, when it comes to novels of the Ming and Qing Dynasties, students can be organized to study and exchange in the local literary and art circles, and some famous local writers can talk about their own understanding of the characteristics of novels, typical characters, views on novels of the Ming and Qing Dynasties and their own influence. At the same time, it can also let college students listen to these writers' own experiences about novel creation. Such activities can not only make students have a deeper understanding of the concept of novels, but also give them a basic understanding of the development of contemporary novels and local literature. By understanding the development history of ancient novels, contemporary novels and local literature, students can gradually master the objective laws, inevitable requirements and realistic dilemmas of novel development, make their understanding of novels more comprehensive and profound, and thus develop their problem-oriented thinking and integrate innovative thinking. Facts have proved and will continue to prove that properly organizing students to go out for on-site exchange and study can greatly promote all kinds of students' interest in learning and fully mobilize their enthusiasm and initiative in learning. In studying abroad, students often take the initiative to ask questions, and boldly communicate and ask questions face to face with experts outside the school, so as to gain more knowledge.
Sixth, we must make full use of contemporary teaching AIDS to make classroom teaching more effective.
At present, classroom teaching has entered the multimedia era. However, we still see that some university teachers still adhere to the traditional teaching methods and still rely on a mouth, a box of chalk and a blackboard for indoctrination teaching. Facts have proved that in contemporary society, such teaching effect has little effect, even if there are golden words and jade words, because it is undeniable that contemporary college students have become "lovers" of multimedia. If you teach knowledge in the traditional way, you will be resisted by them. Even if you don't resist, you won't really listen to the class. Even if they listen to it occasionally, it is difficult for them to persist for a long time. Therefore, under the current new situation, if the teaching of ancient literature wants to achieve the ideal teaching effect and the established teaching purpose, it is necessary to make full use of multimedia teaching AIDS and turn the content to be talked into beautiful pictures or touching songs, so that college students can never forget them after watching and listening. For example, when teaching Li Qingzhao's ci, we can play MTV of Li Qingzhao's ci, such as "A Prune Plum", so that students can feel the elegance and uniqueness of Li Qingzhao's ci in lingering songs. For another example, when teaching Yue Fei Ci, in addition to playing the video clips of Yue Fei's heroic battle against the enemy and winning every battle, he can also play his first exciting song.
Clear requirements. There are three main purposes in the teaching of ancient literature in China: First, to enable students to master the basic knowledge and theory of ancient literature in China, to learn the works of major writers in various historical periods, and to understand the general situation of the development of ancient literature in China. The second is to cultivate and improve students' ability to read, appreciate and analyze China's ancient literary works. Third, through learning, students can correctly treat the cultural heritage of the motherland and inherit and carry forward the outstanding achievements of Chinese culture. According to the requirements of the Ministry of Education, combined with the current teaching situation in colleges and universities and my teaching practice, the author thinks that to achieve the teaching purpose of China ancient literature, we should at least grasp the reality from the following aspects and do a good job in teaching.
First of all, the explanation should be vivid and avoid scripted.
At present, people acquire knowledge in an unprecedented way. Classroom teaching, as a conventional way of imparting knowledge, must work hard on vivid images if it wants to be invincible in the rich and colorful channels of knowledge dissemination. For example, by mastering the teaching content skillfully and giving lectures or telling stories, students' attention and interest are aroused, so that they can naturally indulge in it, be infected and edified, and take the initiative to master the subject knowledge required by the syllabus. At present, the main problem in the teaching of ancient literature is that some teachers are not vivid enough in teaching. These teachers often follow the book and pay no attention to the students' reactions. As a result, students are often unable to mobilize their enthusiasm and initiative in the learning process, but only passively accept knowledge, resulting in unsatisfactory learning results. For this problem, some teachers and even famous professors are hard to avoid. This problem should be paid attention to and solved in time.
Second, set the situation according to the content and pay attention to students' participation in interaction.
In the teaching of ancient literature, there are many teaching contents that can be set up in situations or even arranged into plays. If teachers can work hard in this respect, students will be willing to participate, learn knowledge in happiness and form a virtuous circle. For example, in the teaching of Ma Zhiyuan's "Tianjingsha Qiu Si", teachers can let students use their imagination to conceive and draw an impressive picture of "dead vines, old trees, faint crows, bridges, flowing water, people, ancient roads, westerly winds, thin horses, sunset and heartbroken wanderers", so that they can not only deepen their understanding of their works, but also improve their painting ability. At the same time, we can communicate and interact with teachers better, which can be described as killing two birds with one stone. For example, in drama teaching, according to different roles, let students play the relevant characters, so that students can deepen their understanding of the content and significance of the works in the process of understanding and playing the roles, so as to achieve the effect of drawing inferences from one example to another.
Third, adopt problem-solving teaching to promote a good grasp of knowledge.
In the teaching of ancient literature, students can ask questions and teachers can give comprehensive explanations. Teach them knowledge in this way, so that they can master knowledge well in the process of solving problems. For example, when talking about the literature of the Tang Dynasty, students can ask the following questions through induced prompts: Why did the literature of the Tang Dynasty present an unprecedented scene of prosperity and development? Why did Tang poetry become the symbolic literary achievement of Tang literature? What are the main schools of poetry in Tang Dynasty? What are the characteristics of each genre? What are their similarities and differences? What is the main style of Tang poetry? What is the reason for this main style? For these questions, teachers can use heuristic teaching, combined with the economic, political, cultural, ideological, transportation, foreign exchange and other conditions at that time, so that students can answer independently and try to find an objective answer as much as possible. Finally, the teacher makes a pertinent comment on the students' answers, points out the advantages and disadvantages of the answers, and points out the correct direction to correct the mistakes. In this way, over time, students can find their own solutions to the problems existing in the study of ancient literature, and realize a good grasp of what they have learned and a good training of problem-oriented thinking through their own efforts.
Fourth, through the narrative of groups and individuals, promote students' mastery of knowledge.
College students are more active in thinking. They often don't want to sit and listen to the teacher, but are willing to speak for themselves and let their classmates listen. If students are allowed to speak for themselves, they should make some preparations for what they want to say, such as searching for relevant knowledge and enriching relevant content. This can deepen their understanding of what they have learned, and at the same time, it can also exercise their courage and cultivate their teaching practice ability, thus consolidating their knowledge and improving their teaching ability and expression ability. In order to achieve good results through this teaching method, teachers should make a good teaching plan of grouping and dividing people, and refine the task of telling learning to each student. At the same time, teachers should also give students enough preparation time to fully understand and master what they are responsible for telling, so as to avoid forgetting words and making a fool of themselves on stage, resulting in a vicious circle, which will affect the whole teaching work and the improvement of students' psychological quality. Therefore, adopting this teaching method, in addition to making a series of detailed plans, it is also necessary to make corresponding emergency plans. Especially for some introverted students, we must make good measures and solutions to psychological problems, and don't leave a shadow because they can't tell stories, which will affect their future study and even their future teaching work.
Fifth, properly carry out on-site teaching, so that students can master knowledge in deep feelings.
At present, some schools have made useful attempts in cultivating students' practical ability. This work should be continuously strengthened. For example, when talking about metrical poems, students can be organized to exchange and study in local poetry clubs, and their mastery of metrical poems can be deepened by listening to some old experts' understanding of metrical poems and impromptu poems. For example, when it comes to novels of the Ming and Qing Dynasties, students can be organized to study and exchange in the local literary and art circles, and some famous local writers can talk about their own understanding of the characteristics of novels, typical characters, views on novels of the Ming and Qing Dynasties and their own influence. At the same time, it can also let college students listen to these writers' own experiences about novel creation. Such activities can not only make students have a deeper understanding of the concept of novels, but also give them a basic understanding of the development of contemporary novels and local literature. By understanding the development history of ancient novels, contemporary novels and local literature, students can gradually master the objective laws, inevitable requirements and realistic dilemmas of novel development, make their understanding of novels more comprehensive and profound, and thus develop their problem-oriented thinking and integrate innovative thinking. Facts have proved and will continue to prove that properly organizing students to go out for on-site exchange and study can greatly promote all kinds of students' interest in learning and fully mobilize their enthusiasm and initiative in learning. In studying abroad, students often take the initiative to ask questions, and boldly communicate and ask questions face to face with experts outside the school, so as to gain more knowledge.
Sixth, we must make full use of contemporary teaching AIDS to make classroom teaching more effective.
At present, classroom teaching has entered the multimedia era. However, we still see that some university teachers still adhere to the traditional teaching methods and still rely on a mouth, a box of chalk and a blackboard for indoctrination teaching. Facts have proved that in contemporary society, such teaching effect has little effect, even if there are golden words and jade words, because it is undeniable that contemporary college students have become "lovers" of multimedia. If you teach knowledge in the traditional way, you will be resisted by them. Even if you don't resist, you won't really listen to the class. Even if they listen to it occasionally, it is difficult for them to persist for a long time. Therefore, under the current new situation, if the teaching of ancient literature wants to achieve the ideal teaching effect and the established teaching purpose, it is necessary to make full use of multimedia teaching AIDS and turn the content to be talked into beautiful pictures or touching songs, so that college students can never forget them after watching and listening. For example, when teaching Li Qingzhao's ci, we can play MTV of Li Qingzhao's ci, such as "A Prune Plum", so that students can feel the elegance and uniqueness of Li Qingzhao's ci in lingering songs. For another example, when teaching Yue Fei Ci, in addition to playing the video clips of Yue Fei's heroic battle against the enemy and winning every battle, he can also play his first exciting song.
Clear requirements. There are three main purposes in the teaching of ancient literature in China: First, to enable students to master the basic knowledge and theory of ancient literature in China, to learn the works of major writers in various historical periods, and to understand the general situation of the development of ancient literature in China. The second is to cultivate and improve students' ability to read, appreciate and analyze China's ancient literary works. Third, through learning, students can correctly treat the cultural heritage of the motherland and inherit and carry forward the outstanding achievements of Chinese culture. According to the requirements of the Ministry of Education, combined with the current teaching situation in colleges and universities and my teaching practice, the author thinks that to achieve the teaching purpose of China ancient literature, we should at least grasp the reality from the following aspects and do a good job in teaching.
First of all, the explanation should be vivid and avoid scripted.
At present, people acquire knowledge in an unprecedented way. Classroom teaching, as a conventional way of imparting knowledge, must work hard on vivid images if it wants to be invincible in the rich and colorful channels of knowledge dissemination. For example, by mastering the teaching content skillfully and giving lectures or telling stories, students' attention and interest are aroused, so that they can naturally indulge in it, be infected and edified, and take the initiative to master the subject knowledge required by the syllabus. At present, the main problem in the teaching of ancient literature is that some teachers are not vivid enough in teaching. These teachers often follow the book and pay no attention to the students' reactions. As a result, students are often unable to mobilize their enthusiasm and initiative in the learning process, but only passively accept knowledge, resulting in unsatisfactory learning results. For this problem, some teachers and even famous professors are hard to avoid. This problem should be paid attention to and solved in time.
Second, set the situation according to the content and pay attention to students' participation in interaction.
In the teaching of ancient literature, there are many teaching contents that can be set up in situations or even arranged into plays. If teachers can work hard in this respect, students will be willing to participate, learn knowledge in happiness and form a virtuous circle. For example, in the teaching of Ma Zhiyuan's "Tianjingsha Qiu Si", teachers can let students use their imagination to conceive and draw an impressive picture of "dead vines, old trees, faint crows, bridges, flowing water, people, ancient roads, westerly winds, thin horses, sunset and heartbroken wanderers", so that they can not only deepen their understanding of their works, but also improve their painting ability. At the same time, we can communicate and interact with teachers better, which can be described as killing two birds with one stone. For example, in drama teaching, according to different roles, let students play the relevant characters, so that students can deepen their understanding of the content and significance of the works in the process of understanding and playing the roles, so as to achieve the effect of drawing inferences from one example to another.
Third, adopt problem-solving teaching to promote a good grasp of knowledge.
In the teaching of ancient literature, students can ask questions and teachers can give comprehensive explanations. Teach them knowledge in this way, so that they can master knowledge well in the process of solving problems. For example, when talking about the literature of the Tang Dynasty, students can ask the following questions through induced prompts: Why did the literature of the Tang Dynasty present an unprecedented scene of prosperity and development? Why did Tang poetry become the symbolic literary achievement of Tang literature? What are the main schools of poetry in Tang Dynasty? What are the characteristics of each genre? What are their similarities and differences? What is the main style of Tang poetry? What is the reason for this main style? For these questions, teachers can use heuristic teaching, combined with the economic, political, cultural, ideological, transportation, foreign exchange and other conditions at that time, so that students can answer independently and try to find an objective answer as much as possible. Finally, the teacher makes a pertinent comment on the students' answers, points out the advantages and disadvantages of the answers, and points out the correct direction to correct the mistakes. In this way, over time, students can find their own solutions to the problems existing in the study of ancient literature, and realize a good grasp of what they have learned and a good training of problem-oriented thinking through their own efforts.
Fourth, through the narrative of groups and individuals, promote students' mastery of knowledge.
College students are more active in thinking. They often don't want to sit and listen to the teacher, but are willing to speak for themselves and let their classmates listen. If students are allowed to speak for themselves, they should make some preparations for what they want to say, such as searching for relevant knowledge and enriching relevant content. This can deepen their understanding of what they have learned, and at the same time, it can also exercise their courage and cultivate their teaching practice ability, thus consolidating their knowledge and improving their teaching ability and expression ability. In order to achieve good results through this teaching method, teachers should make a good teaching plan of grouping and dividing people, and refine the task of telling learning to each student. At the same time, teachers should also give students enough preparation time to fully understand and master what they are responsible for telling, so as to avoid forgetting words and making a fool of themselves on stage, resulting in a vicious circle, which will affect the whole teaching work and the improvement of students' psychological quality. Therefore, adopting this teaching method, in addition to making a series of detailed plans, it is also necessary to make corresponding emergency plans. Especially for some introverted students, we must make good measures and solutions to psychological problems, and don't leave a shadow because they can't tell stories, which will affect their future study and even their future teaching work.
Fifth, properly carry out on-site teaching, so that students can master knowledge in deep feelings.
At present, some schools have made useful attempts in cultivating students' practical ability. This work should be continuously strengthened. For example, when talking about metrical poems, students can be organized to exchange and study in local poetry clubs, and their mastery of metrical poems can be deepened by listening to some old experts' understanding of metrical poems and impromptu poems. For example, when it comes to novels of the Ming and Qing Dynasties, students can be organized to study and exchange in the local literary and art circles, and some famous local writers can talk about their understanding of the characteristics of novels, typical characters, views on novels of the Ming and Qing Dynasties and their own influence. At the same time, it can also let college students listen to these writers' own experiences about novel creation. Such activities can not only make students have a deeper understanding of the concept of novels, but also give them a basic understanding of the development of contemporary novels and local literature. By understanding the development history of ancient novels, contemporary novels and local literature, students can gradually master the objective laws, inevitable requirements and realistic dilemmas of novel development, make their understanding of novels more comprehensive and profound, and thus develop their problem-oriented thinking and integrate innovative thinking. Facts have proved and will continue to prove that properly organizing students to go out for on-site exchange and study can greatly promote all kinds of students' interest in learning and fully mobilize their enthusiasm and initiative in learning. In studying abroad, students often take the initiative to ask questions, and boldly communicate and ask questions face to face with experts outside the school, so as to gain more knowledge.
Sixth, we must make full use of contemporary teaching AIDS to make classroom teaching more effective.
At present, classroom teaching has entered the multimedia era. However, we still see that some university teachers still adhere to the traditional teaching methods and still rely on a mouth, a box of chalk and a blackboard for indoctrination teaching. Facts have proved that in contemporary society, such teaching effect has little effect, even if there are golden words and jade words, because it is undeniable that contemporary college students have become "lovers" of multimedia. If you teach knowledge in the traditional way, you will be resisted by them. Even if you don't resist, you won't really listen to the class. Even if they listen to it occasionally, it is difficult for them to persist for a long time. Therefore, under the current new situation, if the teaching of ancient literature wants to achieve the ideal teaching effect and the established teaching purpose, it is necessary to make full use of multimedia teaching AIDS and turn the content to be talked into beautiful pictures or touching songs, so that college students can never forget them after watching and listening. For example, when teaching Li Qingzhao's ci, we can play MTV of Li Qingzhao's ci, such as "A Prune Plum", so that students can feel the elegance and uniqueness of Li Qingzhao's ci in lingering songs. For another example, when teaching Yue Fei Ci, in addition to playing the video clips of Yue Fei's heroic battle against the enemy and winning every battle, he can also play his first exciting song.