Faced with this situation, what strategies can be adopted to meet the needs of "autonomous" learning? First, pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. "Chinese Curriculum Standard" requires that reading teaching in all periods should attach importance to reading aloud: through reading aloud, students can enter the text situation, directly and truly perceive the content of the text, and understand the author's thoughts and feelings, which is an effective method to change their learning from passive acceptance to active discovery.
Grade seven students are exposed to classical Chinese in the first unit, so they have some difficulties in implementing the meanings of words, phrases and sentences in the text. Therefore, it is particularly important for students to perceive the whole content of the text, not to engage in literary translation, and to understand classical Chinese through repeated reading. In teaching design, students' independent understanding of the text is not replaced by teachers' analysis and explanation, but reading aloud is an important means for students to learn and understand.
According to the students' situation, the teaching level of classical Chinese reading is designed, and different requirements are put forward for each reading, so that the main problems such as emotional themes can be solved through reading, thus improving students' overall perception of the articles. For example, the teaching of Children's Fun (the first volume of the seventh grade of People's Education Edition) can be designed as follows: 1 Reading: Students are free to read the text, and they are required to recognize the font and pronounce it correctly.
For example, the terms are (Wei), (Jiang) and (1i) clouds. 3 reading: students read the text together and think about the author's childlike interest.
Students look for sentences that express childlike interest, and then the teacher guides the implementation of the meaning of classical Chinese. Reading: Retell the contents of two pictures in the text in your own words.
Reading: Look at the blackboard and try to describe the contents of these two pictures with sentences in the text. By this time, students can recite in class.
It can be said that the most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud. The emphasis is on reading, but the difficulty lies in reading. However, we should pay attention to the changes in reading, so that students can finally achieve the effect of "seeing what they mean" through the strategies of initial perception, aesthetic reading comprehension, reading evaluation, reading comprehension and using group reading.
Take reading as the starting point of learning classical Chinese, understand the text through reading, and combine your own experience and background with the openness of reading materials to make students interested in reading, so that different students will make different "interpretations" of the text. Because you read truly and think deeply, you will have the impulse to talk and communicate with others, and autonomous learning will be natural.
Second, provide a platform for interaction and cooperation, so that the awareness of autonomous learning can be maintained for a long time. The new syllabus and new curriculum reform require respecting students' individual differences, attaching importance to students' personality development and allowing students to have their own opinions. Therefore, in the teaching process, teachers must avoid "concentrated learning", carefully organize learning activities, pay attention to the process, provide an interactive learning platform for students, and maintain each student's learning interest and active participation consciousness for a long time through student-student cooperation, teacher-student cooperation, deskmate cooperation, group cooperation and class cooperation.
In the specific classroom operation, we can adopt the strategic steps of questioning, independent thinking, group discussion, representative speaking and achieving * * * knowledge. Third, expand reading and strengthen students' interest in reading extracurricular classical Chinese.
1. Accumulate some ancient literary phenomena and historical knowledge. Ancient cultural phenomena refer to ancient ritual systems (utensils, tools, customs, names, place names, etc.). ), such as "Stone" in Looking at the Scholar (Debate) and "Nine Days" in "A Morning Play" (moving left to Languan to show my grandnephew). These words are all ancient cultural phenomena, such as "nine days".
2. Pay attention to the effective cohesion of ancient and modern meanings. We can use modern Chinese to help students better grasp the meaning of classical Chinese.
For example, we can talk about ancient Chinese knowledge in combination with idioms that students like to see: the word "fake" in Preface to Dongyang is translated into "borrow", and we can contact "fox fake tiger" to deepen students' impression. 3. Pay attention to the cultivation of knowledge transfer ability.
It is far from enough for students to acquire the ability to read classical Chinese after class. Therefore, teachers should encourage students to read classical Chinese after class, and on the other hand, they can let students do some classical Chinese exercises with appropriate difficulty related to the text to consolidate and achieve twice the result with half the effort. 4. Using writing methods to improve the reading level of classical Chinese can be varied.
Can guide students to write "classical Chinese". Give students certain materials, let them express in the form of classical Chinese, don't pay attention to how clever the writing is, just ask them to use the words they have learned in classical Chinese.
For another example, students are required to graft the artistic conception of ancient Chinese into the familiar reality in modern language, and organically link ancient Chinese with modern Chinese to realize the transformation of life.
2. Chinese writing skills in junior high school I am a freshman and like writing very much. My interest in writing was cultivated in junior high school! In my opinion, junior high school Chinese writing skills lie in the following points: (1) Junior high schools tend to write narratives, so we should pay attention to "time", "place", "people" and "events", dress up these points as barbecues with a central idea, and finally point out the feelings to be expressed.
The narrative written in this way is delicious! (2) Writing essays is generally not recommended in junior high schools. Your teacher doesn't know if you told me, because prose requires a strong literary foundation and writing ability, so it is difficult to control writing. If you really want to write, you can try fine prose and extract it well (not many sentences are ok. )
This should improve! (3) Argumentative writing, which is also a headache for junior high school students and even senior high school students. He needs extensive knowledge to provide you with arguments anytime and anywhere. When writing his words, you can remember four words-quotation, discussion, association and conclusion. Leading topic+discussion (adding arguments)+connecting with reality+concluding summary.
The end of the argumentative essay is very important, so it should be concise and make the finishing point (it is the scoring point of the senior high school entrance examination)! I will introduce these three commonly used words for the time being, and I don't recommend those styles of poetry. I hope it will help you.
3. What are the main points of classical Chinese writing? As the carrier of traditional culture, classical Chinese plays an important role in promoting national inheritance and carrying forward traditional culture. However, at present, there is a single and passive phenomenon in the way of Chinese students learning classical Chinese. Students lack the opportunity and ability of independent exploration, cooperative learning and independent acquisition of knowledge, which leads to difficulties in the learning process. How can we talk about the beauty of reading classical Chinese? At present, the new curriculum puts forward higher requirements for students' reading of classical Chinese, emphasizing that in the process of Chinese teaching, students should "know the richness and broadness of Chinese culture and learn the wisdom of national culture". Therefore, it is really urgent to let students get in touch with classical Chinese from junior high school, stimulate their interest in learning classical Chinese, and improve their enthusiasm and autonomy in learning.
Faced with this situation, what strategies can be adopted to meet the needs of "autonomous" learning? First, pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. "Chinese Curriculum Standard" requires that reading teaching in all periods should attach importance to reading aloud: through reading aloud, students can enter the text situation, directly and truly perceive the content of the text, and understand the author's thoughts and feelings, which is an effective method to change their learning from passive acceptance to active discovery.
Grade seven students are exposed to classical Chinese in the first unit, so they have some difficulties in implementing the meanings of words, phrases and sentences in the text. Therefore, it is particularly important for students to perceive the whole content of the text, not to engage in literary translation, and to understand classical Chinese through repeated reading. In teaching design, students' independent understanding of the text is not replaced by teachers' analysis and explanation, but reading aloud is an important means for students to learn and understand.
According to the students' situation, the teaching level of classical Chinese reading is designed, and different requirements are put forward for each reading, so that the main problems such as emotional themes can be solved through reading, thus improving students' overall perception of the articles. For example, the teaching of Children's Fun (the first volume of the seventh grade of People's Education Edition) can be designed as follows: 1 Reading: Students are free to read the text, and they are required to recognize the font and pronounce it correctly.
For example, the terms are (Wei), (Jiang) and (1i) clouds. 2 Reading aloud: Read the text by name, and ask students to accurately grasp the pause of the sentence on the basis of accurate pronunciation.
This link allows students to comment on themselves, and then the teacher can give appropriate guidance, such as "hold your head high/watch it, make it stronger, make it smoke/fly" and so on. The teacher demonstrated reading in the second section, and the students realized how to correctly handle the reading rhythm.
3 reading: students read the text together and think about the author's childlike interest. Students look for sentences that express childlike interest, and then the teacher guides the implementation of the meaning of classical Chinese.
Reading: Retell the contents of two pictures in the text in your own words. Reading: Look at the blackboard and try to describe the contents of these two pictures with sentences in the text.
By this time, students can recite in class. It can be said that the most basic way to learn classical Chinese is reading aloud, and the best way is reading aloud. The emphasis is on reading, but the difficulty lies in reading.
However, we should pay attention to the changes in reading, so that students can finally achieve the effect of "seeing what they mean" through the strategies of initial perception, aesthetic reading comprehension, reading evaluation, reading comprehension and using group reading. Take reading as the starting point of learning classical Chinese, understand the text through reading, and combine your own experience and background with the openness of reading materials to make students interested in reading, so that different students will make different "interpretations" of the text.
Because you read truly and think deeply, you will have the impulse to talk and communicate with others, and autonomous learning will be natural. Second, provide a platform for interaction and cooperation, so that the awareness of autonomous learning can be maintained for a long time.
The new syllabus and new curriculum reform require respecting students' individual differences, attaching importance to students' personality development and allowing students to have their own opinions. Therefore, in the teaching process, teachers must avoid "concentrated learning", carefully organize learning activities, pay attention to the process, provide an interactive learning platform for students, and maintain each student's learning interest and active participation consciousness for a long time through student-student cooperation, teacher-student cooperation, deskmate cooperation, group cooperation and class cooperation. In the specific classroom operation, we can adopt the strategic steps of questioning, independent thinking, group discussion, representative speaking and achieving * * * knowledge.
For example, teaching Shi Shuo Xin Yu? In Ode to Snow, I asked the students to discuss this problem: the teacher didn't comment on the metaphors of Xie Lang and Xie Daowen, but just laughed it off. So what do you think of the author's attitude and why? If you were to judge, which metaphor do you think is better and why? The students showed great enthusiasm. Learn with questions and let students feel the kindness of classical Chinese.
Third, expand reading and strengthen students' interest in reading extracurricular classical Chinese. 1. Accumulate some ancient literary phenomena and historical knowledge.
Ancient cultural phenomena refer to ancient ritual systems (utensils, tools, customs, names, place names, etc.). ), such as "Stone" in Looking at the Scholar (Debate) and "Nine Days" in "A Morning Play" (moving left to Languan to show my grandnephew). These words are all ancient cultural phenomena, such as "nine days". 2. Pay attention to the effective cohesion of ancient and modern meanings.
We can use modern Chinese to help students better grasp the meaning of classical Chinese. For example, we can talk about ancient Chinese knowledge in combination with idioms that students like to see: the word "fake" in Preface to Dongyang is translated into "borrow", and we can contact "fox fake tiger" to deepen students' impression.
3. Pay attention to the cultivation of knowledge transfer ability. It is far from enough for students to acquire the ability to read classical Chinese after class. Therefore, teachers should encourage students to read classical Chinese after class, and on the other hand, they can let students do some classical Chinese exercises with appropriate difficulty related to the text to consolidate and achieve twice the result with half the effort.
4. Using writing methods to improve the reading level of classical Chinese can be varied. Can guide students to write "classical Chinese".
Give students certain materials to express in the form of classical Chinese, and don't pay attention to how clever the writing is, just ask them to use the words they have learned in classical Chinese. For another example, students are required to write ancient Chinese in modern languages.
4. Classical Chinese translation and writing skills 1. Basic methods: literal translation and free translation There are two basic methods for classical Chinese translation: literal translation and free translation.
The so-called literal translation refers to the word-for-word translation of the original text with modern Chinese words, so that the content words and function words are as opposed as possible. The advantage of literal translation is the implementation of every word; Its disadvantage is that sometimes the translated sentences are difficult to understand and the language is not fluent enough.
The so-called free translation means translating according to the meaning of the sentence, conforming to the original intention as much as possible, and taking care of the original intention as much as possible. Free translation has certain flexibility, which can add or subtract words, change the position of words and change sentence patterns.
The advantage of free translation is that the text is coherent, and the translation conforms to the expression habits of modern languages and is fluent, fluent and easy to understand. Its disadvantage is that sometimes the original text cannot be realized word by word.
These two translation methods should be mainly literal translation, supplemented by free translation. Second, specific methods: leave, delete, supplement, change, adjust and change.
"Stay": that is, keep. Words with the same meaning in ancient and modern times, as well as ancient names such as names of people, places, things, officials, countries, years and units of measurement, can remain unchanged when translated.
For example, there is no need to translate the words "King of Chu", "Yan Ying" and "Yan Zi" in Yan Zi's Envoy to Chu. "Delete" means delete.
Delete function words that do not need to be translated in classical Chinese. For example, the word "Yan" in I'm going to be sick is a modal particle and cannot be translated. This sentence means "I am boring myself instead."
Another example is: "Yuzi and Amethyst were seriously ill, but Amethyst died first". The word "He" is a conjunction, which means "Yuzi and Amethyst are both seriously ill, and Amethyst died first." "Supplement" means supplement.
(1) Change monosyllabic words into disyllabic words, such as "lead a wife to this desperate situation" in The Story of Peach Blossom Garden, and the word "wife" means "wife and children"; (2) Make up the omitted elements in the ellipsis sentence, such as "When you speak, you are not sad at all" in "Qin is dead", which translates as: (Ziyi) When you speak, you are not sad at all. "Change" means replacement.
Replace ancient words with modern words. For example, replace "I, Yu, Yu" with "I" and "II, Ru" with "You".
"Adjustment" means adjustment. Adjust ancient Chinese inverted sentences to modern Chinese sentence patterns.
For example, "Why don't you hear the news" in Everyone dies, and "Why" is the inversion of "Why". The sentence of prepositional object means "why". "Change" means flexibility.
On the basis of being faithful to the original text, translate related words on the spot. The word "left and right" in Ziyou Asking Left and Right (all the players died) refers to his people, and the word "left and right" in Yan Zi's envoy to Chu refers to a recent minister.
Ancient Chinese translation formula ancient Chinese translation has its own order, first browse the whole article and grasp the main idea; Understand the theme first, collect information, understand all paragraphs to sentences, clauses to words, and deal with difficult sentences coherently, so you need to be careful, take care of the previous paragraphs, contact the following sentences, think carefully, try to figure out the tone, and strive to be reasonably close between words. If omitted, fill in the original intention and put brackets to indicate the gain.
Names and place names need not be translated. Names, according to the convention, are mine, and Er and Ru are yours. Omitting inversion is regular.
Content words and function words, with the interpretation of the text, sensitize the sense of language, and vary from sentence to sentence. After the translation, you must carefully compare the sentences, understand the tone, make the sentences fluent, and then stop writing.
Third, the cross formula analysis of the translation method of classical Chinese in the senior high school entrance examination With the full implementation of the new Chinese curriculum standard, the translation of classical Chinese in the senior high school entrance examination has also undergone fundamental reforms, and most papers have added literal translation questions. In this way, students' mastery and understanding of content words, function words, different sentence patterns, common sense of ancient culture and semantic relations between sentences can be examined, as well as their written expression ability.
This is much more difficult than the previous multiple-choice questions. Therefore, to do a good job in classical Chinese translation, we must master the necessary methods (1).
That is, supplement, which supplements the ellipsis elements in the ellipsis sentences in classical Chinese when translating. Note: Fill in the omitted components or sentences with brackets.
1. Completes the subject, predicate or object omitted from the original text. Example 1: "I was shocked to see the fisherman and asked what I had not done."
Translation sentence: "(Taoyuan people) were surprised when they saw the fisherman and asked him where he came from." Exodus 2: "One spurt, then descending, and three exhausts."
The predicate "drum" is omitted after "zai" and "San" and should be added in translation. Example 3: "Jun and Ju Lai."
The object "Zhi" is omitted after "He". 2. Add related words that can make the meaning clear.
Example: "Without treatment, it will benefit the deep" is a hypothetical sentence, and the translation sentence: "(If) without treatment, it will be deeper". (2) Delete.
That is, deletion refers to all function words, auxiliary words that play a symbolic role in sentence structure and auxiliary words that fill syllables in ancient Chinese, but they are deleted in modern Chinese because there are no words to replace them. Example 1: "It takes courage to fight."
Translation: "Fighting depends on courage". "Fu" is a phrase. If it is deleted, it will not be translated.
Example 2: "Confucius: What's wrong?" Translate the sentence: "Confucius said: What is simplicity?" "Zhi" is the symbol of prepositional object, so it will not be translated if it is deleted. Exodus 3: "The teacher's teaching has been handed down for a long time."
The fashion of learning from teachers has long since disappeared. "Ye" is a modal particle in the sentence, which plays a role in calming emotions and has no practical significance.
In translation, it can be completely removed. (3) tune.
That is to say, when translating inverted sentences in classical Chinese, we should adjust the inverted sentences in ancient Chinese into sentences in modern Chinese to conform to the expression habits of modern Chinese, so as to make the translated sentences smooth. So we need to adjust the word order of sentences. Generally, there are four situations: 1, and the preposition moves backward.
Example: "What a pity! You are not good. " It can be adjusted to "You don't like it very much."
2. Postposition attributive moves forward. For example, "a group of officials who can stab me in the face will be rewarded."
It can be adjusted to "there are too many officials and people who can stab me in the face." 3. The prepositional object moves backward.
Example: "Why do you want to fight?" Can be adjusted to "how to fight". 4. Preposition phrases move forward.
"It's also from Yangzhou." It can be adjusted to "Return from Yangzhou".
(4) check in. That is to say, all characters, proper nouns, country names, year numbers, names of people, things, names of people, official positions, place names, etc. Synonymy between ancient and modern times can remain unchanged in translation.
Example: In the spring of four years, Teng was appointed to guard Li Qing in Baling County. In the spring of four years, Teng was demoted as the prefect of Baling.
"Four Years in Li Qing" is the year number, and "Baling County" is a place name, which can be kept directly. .
5. Accumulate the writing materials of ancient Chinese ~ In order to add more bright colors to my composition, I usually love poetry and novels. Now I am a fellow initiate, majoring in English and Chinese. So because I belong to the liberal arts, I often pay more attention to the classical literature of foreign countries and China. Sometimes I often visit major websites because I want to find a lot of literary materials. This is a classic left by my usual search for literary websites. There are also many documents from simple to complex, such as what we learned from childhood. Use more. Here are three classic literature websites for you. You can learn from these websites. You will accumulate more material. This is the same as speaking English. You can't do it without talking. 1, China Classical Literature Network (including classical literature genres such as schools of thought contend, the Book of Songs, Chu Ci, etc., which are appreciated by famous artists) 2. China New Century Reading Network-Classical Literature (this website contains a large number of literary forms such as classical novels of various genres, novels of Ming and Qing Dynasties, schools of thought contend, etc., such as Eating Songs in the Same Garden and Carving Dragons with Literary Mind). , as well as various classics such as Confucianism and Taoism, and the discussion area is very large. ) 3. Autumn geese return to the south (* * * Note: this website is my favorite literary website. /kloc-since the autumn of 0/999, a website dedicated to the development of classical literature in China has been launched. Up to now, it has included classical literature, online literature, classical works, famous sentences, appreciation of idioms and allusions, ancient scholars, classical academies, leisure fashion, chat rooms, forums and other columns. Among them, classic works are the main columns, including hundreds of thousands of classic works, and it is also the most comprehensive literary website at present. His works were collected in the pre-Qin, Qin and Han Dynasties, Wei and Jin Dynasties, Southern and Northern Dynasties, Sui and Tang Dynasties and Song Dynasties.