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First of all, I would like to advise you not to have too high hopes in the short term. Classical Chinese will not improve greatly in the short term. In fact, a lot of learning is like this. Improving classical Chinese ability is a long-term accumulation process, and haste makes waste.

Next, let me give you some suggestions. I don’t know what level you are at now. Learning classical Chinese can be said to be a bit like learning English. First, you must master the meaning and usage of every verb, noun, and modal particle in classical Chinese. A verb in classical Chinese has many interpretations, and the word has multiple meanings. It has different meanings in different situations. Choose its meaning according to the situation, of course, on the premise that you have mastered all its meanings. Nouns, in classical Chinese, have many conjugations, noun verbs, adjective verbs, and many more. The explanations of nouns and modern Chinese are also different.

It is best to understand some allusions and events in history. Start reading from short stories and slowly accumulate knowledge. A journey of a thousand miles begins with a single step. Don’t rush for success. It is best to develop a habit of taking notes. If you see something unclear, write it down and check it out. You need to buy a literary interpretation tool book and remember it well.

We open the "Biography of the Talented Scholars of the Tang Dynasty" and in the "Biography of Wang Bo", it is said : "A good speaker at the age of six." He could already write poetry at the age of six. The poetry at that time was ancient poetry, rhymed poetry, and unique poetry, and the prose at that time was ancient prose and parallel prose. How could a six-year-old write such poetry? Looking at the biography of "King Luo Bin" again, it is said that "he can compose poems at the age of seven"; the biography of "Li Baiyao" says that "he can write at the age of seven"; the biography of "Liu Shenxu" says that "he can write letters at the age of eight". Similar records are also available There are quite a few. In other words, in the Tang Dynasty, children aged seven or eight could not only read ancient prose, parallel prose, and old-style poetry, but also write ancient prose, parallel prose, and old-style poetry. Were people at that time particularly smart? No. Let’s look at modern people, such as Kang Youwei, who “can be a scholar at the age of seven.” Liang Qichao "graduated from the Five Classics at the age of six, studied writing at the age of eight, and could write a thousand words a day at the age of nine." It can be seen that the wisdom of ancient and modern people is similar. So, whether they are people from the Tang Dynasty or modern times, they can understand ancient prose from an early age. Not only can they read, but they can also write ancient prose and old-style poems. Why is it a problem for people nowadays to understand ancient Chinese? This has to do with reading.

I once listened to Mr. Zhang Xichen, the founder of Kaiming Bookstore, talk about his childhood reading. When I started reading the "Four Books", the children didn't understand it at all, so the teacher didn't teach it. There is one lesson every day, and the children are only taught to read. Once they are able to read, they must learn to memorize it. Give another lesson the next day and teach the children to read and memorize it. During festivals, such as the Dragon Boat Festival on the fifth day of the fifth lunar month, the Qi Qiao Festival on the seventh day of the seventh month, the Double Ninth Festival on the ninth day of September, and the major festivals at the end of the year, we no longer teach, but we need to review the books and endorse them. For example, during the Dragon Boat Festival, you should review all the books you have read before and then recite them all. At the end of the year, review the books you read during the year and memorize them all. By the end of the second year, in addition to reciting the books read in the second year, students must also carry the books on their backs, that is, they must also recite the books read in the first year. Therefore, for example, Liang Qichao "graduated from the Five Classics at the age of six", that is, he had memorized all the Five Classics at the age of six; so he "can write a thousand words a day at the age of nine." Therefore, "The Biography of Talented Scholars of the Tang Dynasty" talks about "good rhetoric at the age of six" and "being able to compose poetry at the age of seven". According to the saying of "familiar with 300 Tang poems, and can recite poems even if they can't", they are at the age of six and seven. When they were young, they must have read far more than 300 Tang poems by heart, so it is not surprising that they are good at reciting poems.

I asked Mr. Zhang Yuanshan for advice and asked him how he studied when he was a child. What he said was similar to what Mr. Zhang Xichen said. He said that when he started reading, he didn’t understand the book at all. After reading for several years, once you suddenly understand it and understand everything you don't understand, and you understand it "three-dimensionally", the key is to read it by heart and memorize it, and store all the books you read in your mind. If you don't memorize it by heart, store all the books you read in your mind, read a lesson, remember how many new words, and remember how many sentences, this is just "understanding in dots and lines." The new words you remember are dots, and the sentences you remember are lines. Understanding dots and lines is not enough. Because the interpretation of a word often changes in different sentences due to context, and a word has different uses in different structures, remember one interpretation and one usage of a word, and when you encounter the word It becomes difficult to understand when the explanation and usage change. Reading a lesson book, memorizing the new words in the lesson book, and memorizing the sentences in the lesson book, this is called two-dimensional understanding. Those with a flat understanding can only understand the meaning and usage of the words in this lesson; if the meaning and usage of the same word in other lessons have changed, they will not be able to understand it.

Therefore, understanding the two-dimensional language is not enough to solve the multiple changes in the interpretation and usage of a word. It’s different when you’ve read all the books. You don’t understand it when you start reading it, but you’ll gradually understand it as you read more. For example, when reading "The Analects of Confucius", I first encounter the word "ren" and I don't understand it. The word "ren" appears 104 times in "The Analects of Confucius". When I read the word "ren" more than ten times, I have no idea about the meaning of the word "ren". Gradually, I understood. When I read the word "benevolence" dozens or hundreds of times, I understood more about the meaning of "benevolence". Because I have read and memorized all the sentences with the word "ren" in the book, I also remember all the contexts of the sentences with the word "ren". It doesn't matter that the interpretation of "ren" changes due to the context. Regardless of whether the usage of the word "ren" changes due to different structures, if you understand them all, this is called "three-dimensional understanding".

This "three-dimensional understanding" has three aspects. On the one hand, it is the specific explanation of the word; on the other hand, when a word is used as a term, it is to understand the theoretical meaning of the term; on the other hand, it is to understand the intention of the article. As for the specific explanation of the word, for example, the word "benevolence" in "The Analects", in the "Xueer" chapter: "Filial piety to one's younger brother is the foundation of benevolence!" This word "benevolence" refers to a very high The moral standard, that is, benevolence, believes that filial piety to one's younger brother is the foundation of benevolence. In the same article, it is said: "Love everyone broadly, but be close to benevolence." This "benevolence" does not refer to benevolence, but refers to people with benevolence. The explanation of "benevolence" has changed slightly. In the chapter "Li Ren", it is said: "Li Ren is beautiful. How can you know if you choose not to be kind?" "Li" refers to living, and the two "Ren" refer to places with kindness, which is equivalent to a good environment. "Ren" "The explanation has changed a bit. In the "Zilu" chapter, it is said: "If there is a king, he will be benevolent in the world." If there is a king, it will take thirty years before benevolent government can be implemented. The word "benevolence" refers to the implementation of benevolent government, and the interpretation has changed somewhat. This "benevolence" was interpreted as the promotion of benevolent government, became a verb, and its usage also changed. In these sentences, the meaning of the word "ren" as benevolence has not changed, but due to different contexts and different usages, the specific interpretation has changed. If you don't understand this change in specific interpretation, you just understand that "ren" refers to benevolence, but you can't understand sentences that have changes in specific interpretation. If you are familiar with all the sentences mentioned above and understand these specific changes in interpretation, you will have a three-dimensional understanding of the interpretation of the word "ren".

In the past, when people read "The Analects of Confucius", they had to memorize and memorize the whole book of "The Analects of Confucius". Only then can they understand the specific meaning of the word "benevolence" in different contexts. Interpretation of changes. Using the word "ren" as an example, I have memorized the whole book of "The Analects" by heart. I also understand many other words in the "Analects" and their specific explanations, changes and usage in different contexts. With this foundation in mind, when you read other ancient texts, such as those from the Tang and Song dynasties, no matter how much the specific interpretations of the characters in the ancient texts since the Tang and Song dynasties have changed in different contexts, or how many changes their usage has It’s understandable. This is the advantage of three-dimensional understanding in reading ancient texts. People studied in the past. Why can children as young as six or seven or eight years old be able to understand ancient Chinese prose? Not only can they read it, but they can also write ancient Chinese prose. Just because they have read and recited all of "The Analects of Confucius" by heart when they were young. The characters in the text have a three-dimensional understanding, so they will be able to read ancient Chinese when they are six or seven or seven or eight years old. Besides, after the Revolution of 1911, the imperial examinations were abolished and schools were established. The Analects of Confucius was no longer read in schools, but textbooks were read instead. How did the students who graduated from school at that time come to know how to read classical Chinese? It turns out that classical Chinese was also taught in schools at that time. As soon as they reached middle school, they were taught classical Chinese that had been passed down for generations. Not only were they taught ancient Chinese, but they were also required to read and recite it. Middle school graduates at that time spent four years in middle school and read many articles in those four years. With this foundation, they will have a three-dimensional understanding of the characters in many ancient texts that they have memorized and memorized. On this basis, you can understand ancient Chinese texts from the Tang and Song dynasties; even if you don’t recognize some words, you can just look them up in a dictionary. Therefore, in order to be able to read ancient prose, it is not necessarily like the teaching methods in private schools. You must read and memorize all the "Four Books" and "Five Classics". Like in schools after the Revolution of 1911, students were taught to read and memorize many ancient articles. OK.

Learning to read classical Chinese is similar to learning to read foreign languages. I asked Mr. Lu Shuxiang, a master of linguistics, how he learned foreign languages ??when he was a child. Mr. Lu said that when he was a child, he read a foreign language and the teacher had to memorize it, not the whole lesson, but the book he was reading. The teacher picked out the wonderful passages and asked the students to memorize them. The wonderful passages were not long and could be recited. This time I recite one paragraph, and next time I recite another paragraph. If you add up, you will recite a lot of paragraphs.

This is the reason why Mr. Lu and others have a three-dimensional understanding of English. Volume 11 of "Zhuzi Yulei": "When people read history books, they need to memorize the program before they can understand it. For example, when reading the "Book of Han", Gao Zu resigned from Pei Gong's office, Yi Di sent Pei Gong to Guan Office, Han Xinchu said about Han Wang's Office, and Shi Zan's "Guo Qin Lun" and the like are all memorized, so if you only read them briefly, you may feel like you are not aware of them, but it will help you a lot. It’s similar to what Mr. Lu said. Mr. Lu said that it would be more flexible and feasible to memorize exciting passages from an article. This method works regardless of whether you are reading classical Chinese or vernacular Chinese. Mr. Lu’s method of learning English as a child can be used as a reference to help us achieve a three-dimensional understanding of ancient Chinese or foreign languages.

Besides, Mr. Zhang Yuanshan’s “three-dimensional understanding” combined with familiar reading and recitation also has another meaning, which is to cultivate the sense of language. Learning ancient Chinese is also learning a language. "Mencius, Duke Wen of Teng": "'There is a Chu official here. If he wants his son to speak to Qi, he will send people from Qi to teach Zhu, and people from Chu to teach Zhu?' He said: 'Send people from Qi to teach Zhu'." 'A group of people were working on it, and all the Chu people were making noises about it. Even though they were trying to get it together every day, they couldn't get it. You can't even get the Chu.'" If you send a child from a dialect area to Beijing to study, you don't need to teach him Northern dialect. After a few years, he will speak Northern dialect well, and his pronunciation and diction will become Northern dialect. When he returns home and hears that the adults in his family speak inconsistently with the standards of Northern dialect, he will get up and correct them. He already has a sense of Northern dialect. The same goes for learning ancient Chinese. After reading and reciting many ancient Chinese articles, you will develop a sense of the language of ancient Chinese. Once you are familiar with the use of words and sentences in ancient Chinese, especially the use of function words, you will understand it.

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1. Learning classical Chinese, the most What should be worked on is the knowledge of classical Chinese words and sentence patterns. Only by accumulating a certain amount of classical Chinese knowledge can one successfully read classical Chinese.

1. Pay attention to previewing and learn to study by yourself

Before class, you must use the annotations to translate word for word and sentence by sentence. Do not wait for the teacher to explain. When previewing, find out difficult words and submit them for class discussion, and ask teachers and classmates for advice. It is necessary to classify and understand the key words, highlight the key points, and break through the difficulties. There are quite a few content words in classical Chinese that have multiple meanings and multiple uses. We must be good at memorizing, comparing, summarizing, organizing, and learning "words" "lively".

2. Follow the principle of "no words leave sentences" to understand and experience

Whether it is a content word or a function word, its meaning and usage are always displayed in a specific language environment. When accumulating classical Chinese words, don't memorize them by rote, but try to figure them out based on the "context".

3. Keep in mind the main classical Chinese sentence patterns

There are five main classical Chinese sentence patterns: judgmental sentences, interrogative sentences, passive sentences, omitted sentences and inverted sentences. There are several different forms. Remember the form to facilitate memorization and understanding.

2. Chinese textbooks emphasize the reading and recitation of classical Chinese. The purpose is to allow students to master classical Chinese knowledge, understand the meaning of the text, and develop language perception through multiple readings and memorization. Reading can be carried out in four steps:

1. Read the text roughly with the help of annotations

Complete the rough reading task during preview. The first task of rough reading is to clear the text, and then to perceive the text on this basis, and to initially grasp the structure of the text as a whole. Combined with the annotations, read it two or three times according to the context, and then continue to guess, you should be able to understand the content of the text 60-70%. During rough reading, you should underline difficult words and sentences to prepare for discussion in class.

2. Question, solve problems, and read the text carefully

Through careful reading in class, you must be able to accurately correct pronunciation, correct form, and sentence segmentation, and solve difficult problems encountered in rough reading. , to analyze the structure of the article. To improve understanding of the content of the article.

3. Understand deeply and read the text intensively

When reading intensively, strive to read the tone, intonation and rhythm. Through intensive reading, you can gain a deeper understanding of the work, experience the emotion of the article, and grasp the characteristics of the article.

4. Appreciate and evaluate, read the text thoroughly

This step mainly depends on the initiative of the students after class.

To read it well and recite it well, it is necessary to strengthen the learning effect of classical Chinese words and deepen the understanding of the content and structure of the text. We must consciously improve our literary appreciation and evaluation abilities.

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