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Reading skills classical Chinese
1. What are the skills for dividing the reading rhythm of classical Chinese? 1. Determining the reading rhythm according to the grammatical structure of classical Chinese sentences Generally speaking, the grammatical structure of classical Chinese sentences is basically the same as that of modern Chinese.

A complete sentence consists of subject, predicate and object. The reading pause of classical Chinese sentences is often between subject and predicate, or between verb and object.

This division accords with the complete expression of sentence meaning. Such as: (3) giving/trying/being kind (Yueyang Tower) (4) rate/wife/foreigner/coming to this corner (Peach Blossom Garden) 2. Determine the reading rhythm according to the modal particles at the beginning of the sentence. Some classical Chinese sentences contain modal particles at the beginning, indicating that they will make comments and prompt the reasons, such as: (5) Beggar/One-year-old sentenced to death/Two Swallows ("Snake Catcher") (6) Husband/abstaining from attacking it/but failed ("If you get help from the Tao, you won't get help from the Tao") Third, according to the "Zhi" in the sentence. In classical Chinese, the usage of "zhi" is many and complicated.

The word "zhi", which plays a soothing role, helps us to determine the reading rhythm: the pause is often after, so that the tone of the whole sentence is not urgent, but urgent. Such as: (7) Peng Zhi/moved to Nanming, and the water hit three thousand miles.

("Zhuangzi Happy Tour") (8) Medical care/good governance/thinking about merit. (See Cai Henggong) Fourth, determine the reading rhythm according to the conjunctions or endings at the beginning of the sentence. If there are conjunctions at the beginning of a sentence indicating assumptions, turning points, etc. Such as "if", "er", "naturally" or concluding words such as "so" and "that's it", these words often need to be paused.

If you stop printing three or two copies, it won't be easy. (Trapped door) (10) and/or the mountain does not increase (one mountain in Gong Yu) (1 1) But when can we have fun (the story of Yueyang Tower) (12)? /From then on, it was called Zuiweng to determine the reading rhythm according to the inherent logical meaning of the sentence. There is a typical example in the classical Chinese selected by junior high school: there is a dog (wolf) sitting in front. The understanding of "dog" in this sentence is the most critical: it cannot be understood as "dog", but as a dog, and "dog" is a noun as an adverbial.

One of the wolves sat in front of the butcher like a dog. According to the understanding of the meaning of the sentence, the pause of this sentence should be after "one", that is, one/dog sits in front.

The rhythm division of the following sentences should also follow the logical meaning: nature/getting it and wax it/taking it as bait (snake catcher said). In fact, there are far more than five ways to divide the reading rhythm of classical Chinese sentences, and these five methods are not used in isolation. To correctly divide the reading rhythm, we need to accurately understand the meaning of the sentence and grasp its inherent logical meaning.

Skills and methods of dividing the reading rhythm of classical Chinese; Reading sentences clearly and pausing correctly is one of the requirements for reading classical Chinese. There are two kinds of pauses: one is the pause between sentences, that is, the length and intonation of the pause between sentences are determined according to punctuation marks; One is a short pause in a sentence, which is a tone pause divided by words or phrases according to the internal relationship between sentence components.

The premise of correct pause in a sentence is to master the meaning and grammatical structure of the sentence. Therefore, when answering such questions, we can first translate the sentences to clearly understand the meaning, and regard the texts with similar meanings as "meaning units", and there is often a pause between "units" and "units"; When analyzing the grammatical structure, we can first grasp the verb, connect the words before and after the verb, observe the whole sentence, find the subject forward, find the object backward, and then find other components, so that we can determine the grammatical structure of the sentence and determine the pause in the sentence accordingly. Reading knowledge map is an important aspect of language ability, and the pause in sentences, especially in classical Chinese, is an important embodiment of reading ability.

There are six situations: pay attention to pause. 1, there should be a pause between the subject and the predicate.

There should be a pause between the predicate and the object. There should be a pause between the predicate center and the prepositional phrase.

There should be a pause between "Gu Er and Jin Yi". There should be a pause after the related words.

6. There should be a pause after the general introduction. Third, there are several ways to determine the pause in the paragraph: 1, the auxiliary word at the beginning of the sentence (also called the first word of the sentence), and the pause after the related word.

In classical Chinese, there are some function words placed at the beginning of a sentence, which play the role of emphasizing mood or guiding the whole sentence or even the whole paragraph. Commonly used opening words and related words mainly include the following types: opening words: ruzhi, ruruo, ruruo, fu, rufu, Gai, ran, ze, ran, qi, ruruo, yi, yi.

For example, if it's spring and Jingming, if it's husband's lewd rain, then it's appropriate for Beitong Martial Arts to open a holy court conjunction: and, although, because, "talent" and "so". For example, if you don't read the stone, even if I die, God will be responsible. If you are human, you should pause after these words and don't read them in the following words.

2. There were two monosyllabic words in ancient times and one disyllabic word in modern Chinese, which should be read separately. Therefore, God will be responsible for/to people.

(2) can/and the first world war. (3) The sound of middle/middle force collapsing.

In 1, "so" and "Yu" are prepositions, "gei" means pronouns, and the meaning of "this" should be read separately. In Example 2, "ke" is two monosyllabic words. "Ke" is a will verb and "Yi" is a preposition.

In Example 3, "zhong" means "zhong" and "zhong" means "inclusion". 3. Pause in word order, that is, pause according to "subject-predicate object", "adverbial predicate" and "verb complement", that is, pause between subject and predicate, pause between verb and complement (generally not pause between attribute and head word) to make the meaning obvious.

The first emperor/minister was mean. "I am despicable" is a subject-predicate phrase as an object and cannot be pronounced as "first emperor/non-minister/despicable".

2 Good wood/beautiful and cloudy. (3) Q/What time is it now? (4) In an instant/a modern poem with Tang Xian written on it. Example (3) "Jia Mu" is the initiator of the action and the object of the statement, and there should be a pause between it and the following predicate.

The verbs "ask" and "carve" in examples 3 and 4.

2. Reading skills of the inscription of the ancient poem "Shui Long Yin"

Water is also a famous song, Zhuang Chunsui and Lianyuan. 102, with four rhymes. The first word of the ninth sentence should be disyllabic, and the last sentence should be syntactic.

Freeze frame equipment

Ping, Ping, Ping, Ping (rhyme).

Moderately flat, moderately flat, moderately flat (rhyme).

Moderately flat, moderately flat, moderately flat (rhyme).

Fair and reasonable, fair and reasonable, fair and reasonable, fair and reasonable (rhyme)

Intermediate, intermediate, intermediate, intermediate, intermediate, level.

Medium level, medium level, medium level.

Moderately flat, moderately flat, moderately flat (rhyme).

Flat, flat, flat (rhyme).

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Variable lattice

Flat, flat, flat (rhyme).

Moderately flat, moderately flat, moderately flat (rhyme).

Moderately flat, moderately flat, moderately flat (rhyme).

Fair and reasonable, fair and reasonable, fair and reasonable, fair and reasonable (rhyme)

Intermediate, intermediate, intermediate, intermediate, intermediate, level.

Medium level, medium level, medium level.

Moderately flat, moderately flat, moderately flat (rhyme).

Flat, flat, flat (rhyme).

Love recent flowers, business tone; The name of the original Tang Dynasty was originally taken from Yuefu, and Liang named it Falling in Love with a Butterfly, also known as Golden wisp, Magpie stepping on branches, Wu Fengqi, Rolling Pearl Curtain and Golden Basket. Its epigraph began in the Song Dynasty. Two 60-word movies, each with four rhymes.

Two tones, the same tone of the upper and lower films, and rhyme. * * * 60 words, four rhymes before and after each piece, and its standard table is as follows:

The last three words of the fourth sentence can be "flat and flat"

(Ping) Ping. It's flat, it's flat. (Ping) Ping, (Ping) Ping.

(Ping) Ping. It's flat, it's flat. (Ping) Ping, (Ping) Ping.

The reading of ancient poetry pays attention to the beauty of rhythm, but because of the language changes since the Tang and Song Dynasties, many words and sounds have been unrecognizable, so some people advocate reading in local dialects according to rhythm.

3. How to guide the teaching of classical Chinese reading is the key and difficult point in junior high school teaching. How can we make teachers teach easily and students learn happily? This is a problem worthy of discussion for our junior middle school Chinese teachers.

I think classical Chinese teaching must break the traditional teaching mode. In the traditional teaching of classical Chinese, it is generally adopted that the teacher first talks about the meaning of the text, then analyzes the content of the text in detail and summarizes the artistic techniques.

In fact, if the students don't read the text well before explaining, even if the teacher speaks happily and analyzes it deeply, the students won't leave much deep impression and the effect is not good. If students are familiar with the text in advance, or even recite it, they will naturally perceive and understand the content of the text from reading.

As the saying goes, "read it a hundred times, and its meaning is self-evident", which makes sense. The process of reading is actually the process of knowing and understanding. Therefore, classical Chinese classroom teaching must strengthen reading teaching and take it as the top priority. It is necessary to change from the teacher's explanation to the students' reading practice, and shift the emphasis on translation and grammar to the guidance of students' reading.

To sum up, I want to talk about some views on reading in classical Chinese teaching. First, we should pay attention to the teacher's model essay reading. When reading the text, the teacher should let the students pay attention to the pronunciation of the text, the reading method of loanwords, stress pause, rhythm and so on.

Second, after the teacher's model essay reading, it is the students' independent reading. Ask students to read correct pronunciation and clear sentences.

The first reading is required to be accurate. Self-study can take different forms. Self-reading doesn't need to be neat, you can read it casually, you can read it aloud, and you can understand pronunciation and semantics while reading.

The purpose of this kind of self-reading is to let students experience the text by themselves, feel the text by themselves and get familiar with the language environment of classical Chinese. The time for self-study must be guaranteed, and every student must have enough time to read the text.

This kind of reading should be an important part of reading teaching. Self-study is very important, but students may not finish it well for one reason or another. Then, our teachers should introduce competition mechanism and read in groups, which can be divided into large groups or boys and girls. With the help of the differences between boys and girls in timbre, tone, pitch and tone, unexpected teaching results can be achieved.

Just reading accurately is not our ultimate goal. We need to understand the meaning of words and sentences. Words cannot be separated from sentences, and sentences cannot be separated from articles.

The key to understanding the meaning of words and sentences also requires students to use their existing knowledge, ability and experience to have a correct understanding and understanding of the new text. Thirdly, on the basis of the previous reading, students are required to read the main idea, feelings and implications of the article.

This step is the overall understanding of the article and the sublimation of students' understanding on the basis of previous reading. The feeling of reading an article is the tone and language potential of reading an article, showing the ups and downs of the article.

At the same time, we should understand the mood of emotion, lament and joy expressed by function words, and understand the feelings expressed by sentences with neat structure and rhetorical devices such as contrast and symmetry, so as to understand the author's position, views and thoughts.

4. How to divide the rhythm of reading classical Chinese sentences:

First, there should be a pause after the auxiliary word (also called the first word) and the related word.

Second, ancient times were two monosyllabic words, and modern Chinese is a disyllabic word, so we should read it separately.

Third, pause in word order, that is, pause according to "subject-predicate object", "adverbial predicate" and "verb complement", that is, pause between subject and predicate, verb and complement (generally not pause between attribute and head word) to make the meaning obvious.

Fourth, adverbial nouns and headwords should be read together, that is, when nouns are adverbials, they usually pause before words, and adverbials and headwords cannot be read separately. If you read it separately, you will mistake the adverbial for the subject and change the meaning of the sentence.

There should be a pause after the word "and". However, if the word "er" plays a later role in a sentence, it can't stop, that is, the word "er" can't be read separately from the following words, but should be read continuously.

1. If "er" is connected with an adjective (or adverb) and a verb in a sentence, that is, "adjective (adverb)+er+verb", then the preceding adjective or adverb acts as an adverbial to modify the following verb and cannot be read separately.

2. If "he" is connected with two verbs in a sentence, that is, "verb+and+verb", then "he" means sequential connection, that is, the previous action occurs and the latter action occurs immediately. At this time, "he" can't stop, but should be continuous with the latter verb.

3. "Er" connects two words with the same part of speech (that is, two nouns, two verbs and two adjectives), indicating a coordinate relationship, which is equivalent to "He", "You", "He" or not translated. There should be no pause after "er" at this time.

4. The word "He" indicates transitive relationship, which is equivalent to "He", "Yu", "Gang" or no translation.

Sixth, the rhythm pause should reflect the original appearance of the sentence structure.

Seven, the rhythm pause should reflect the ellipsis.

Eight, to understand the ancient country name, year number, official position, title, historical facts and place names, otherwise it will easily lead to reading pause errors.

Nine, "ye" is used in sentences to indicate a pause, and then pause when reading aloud. If you are an auxiliary word at the end of a sentence, don't stop.

Ten, pause reflects the jurisdiction of keywords.

Eleven, four words, five words, six words, seven words, etc. With neat sentence patterns, you can read with the same pause when reading aloud, so that the tone and intonation can be connected in one breath.

Three laws of rhythm division in classical Chinese sentences;

Firstly, according to the grammatical structure of classical Chinese sentences, the reading rhythm (subject, predicate and object) is determined.

Second, determine the reading rhythm according to function words or summary words such as head words, modal particles and related words.

Third, the inversion of the sentence should be suspended.

It is also important to understand the meaning of the text correctly, because it is the premise to determine the pause rhythm of classical Chinese. While summing up experience, lay a solid foundation of classical Chinese and let yourself have a good sense of classical Chinese.

At this time/for the next description/no.

At this moment, I want to use a word to describe the present situation, but I can't remember it.

Like guests/the salary is low/often not enough.

I like to entertain guests, my salary is meager, and I often leave no surplus food.

These sentences are divided into pauses according to the third law of rhythm: pauses according to the language order, that is, pauses according to "subject-predicate-object", "adverbial predicate" and "verb-complement" to make the meaning obvious; The sixth law of harmony: rhythm pause should reflect the original appearance of sentence structure.

A.yu liked studying when he was young.

Translation: I especially liked reading books when I was a child.

B. this sentence should be changed to: benefit from praise/sage's way

As an adult at the age of twenty, I admire the theory of ancient sages even more.

C. Enjoy the taste of no/fresh fertilizer

There is nothing fresh and fat to enjoy.

D. Ye Ran/Ruo Renshen

Translation: radiant, like a god.

The pause of these sentences is based on the tenth rule of the above rhythm division: pause should reflect the jurisdiction of keywords.

Here item A highlights "when you are young", so it is right to pause after "when you are young"; Item B emphasizes "Mu Yi", so it is right to pause after "Mu Yi". Moreover, "the way of sages" is a complete phrase that cannot be separated, so this item is wrong; Item c emphasizes that there is no fresh and delicious meat and vegetables, and it is right to pause after "no"; Item D is wonderful, so it is right to pause after "Ye Ran".

5. How to divide the reading rhythm of classical Chinese? The division method of reading rhythm of classical Chinese sentences: 1. There should be a pause after the first word and related words in the sentence.

In classical Chinese, some function words are placed at the beginning of a sentence to emphasize the tone or get the whole sentence or even the whole paragraph. For example, there should be a pause after these words, such as "Fu", "Gai", "So", "Wei", "Zhi Ruo" and "Cheng".

For example: husband/ring and attack it; Cover/simplify the peach pit and trim the narrow; Therefore, two connected monosyllabic words in classical Chinese must be read separately and cannot be read as disyllabic compounds. For example, it is possible/with World War I; The sound of middle/middle force collapsing; Therefore, the sky will fall/people. 3. Deal with pauses in linguistic order, that is, there should be pauses between subject and predicate, and there should be pauses between verb and object.

For example: Meimu/Meiyin; Q/What is this world? Engraved/Tang xian's poems of modern people are endowed on it. 4. Adverbial nouns and headwords should be read together, that is, when nouns are adverbials, they usually stop before words, and adverbials and headwords cannot be read separately. For example: first, the dog sits/sits in front; Xing Shan/Liu Qili 5. The pause in reading should reflect the ellipsis, and you can't read it as if there were no ellipsis.

For example: one drum/breath, then/and drop, three/and exhaust 6, use the understanding of the text to determine the pause. When reading classical Chinese, we should understand the meaning of the text according to the context. Only by accurately understanding the meaning of the text can we pause accurately.

For example, good doctors do not cure diseases/take merits; If you live high in a temple, you will worry about your people. For example: wild vegetables/wild bream; There are fertile fields/beautiful ponds/mulberry trees and bamboo here. 8. Can't stop the situation: positive phrases: for example, and/neighbor's life/Japanese squatting phrases: for example, insufficient/outsiders/Taoist priests; Birth/suffering; 9. See the country name, year number, official position, historical facts and place names in classical Chinese clearly and never read them.

For example: Yushan/Wang Yi/Shu/Ke 10, there should be a pause between poems. The reading of ancient poems has its rules, generally speaking, it is a pause of two words, that is, a pause of syllables.

For example: several places/early warblers/competitions/warm trees; Tianmen/Interrupt/Chujiang/Open can also pause according to the unit of meaning: for example, several early warblers/competing for warm trees; Tianmen is interrupted/Chu River is opened.

6. What are the reading methods of classical Chinese? How to Teach Classical Chinese, Yang and Abstract Well in Baodi No.5 Middle School In order to change the long-standing teaching situation of classical Chinese, such as "old", "slow", "poor" and "expensive", and optimize the teaching process of classical Chinese, this paper tries to stimulate students' interest, improve the actual effect, and put forward specific measures according to the characteristics of classical Chinese teaching and learning, so as to promote the teaching process of classical Chinese.

Keywords Stimulate interest, refine flexible methods carefully, improve actual effect, accumulate and migrate "Some well-known classical Chinese texts handed down after thousands of years of elutriation are the best in poetry and the essence of Chinese cultural heritage", and the classical Chinese texts selected as teaching materials are among the best. However, it goes without saying that the teaching of classical Chinese has been in a state of old (teaching method), slow (slow progress), expensive (time-consuming) and poor (poor effect) for a long time.

The vast majority of students are not interested in classical Chinese, even disgusted and afraid. There are many reasons for this situation, including "teaching": many teachers still use the traditional way of giving lectures word by word, so that students can take notes and then draw questions from them for training; Or focus on knowledge teaching, focusing on the understanding and translation of words, words and sentences, and leave the rest to students to solve; Or just focus on reciting, let the students recite the text, take notes and recite the answers to the exercises.

This kind of classroom does not reflect the spirit of the new curriculum reform concept, and can not let students experience the essence of ancient Chinese, let alone improve their ability to learn classical Chinese. Therefore, our front-line teachers must reform our classical Chinese teaching with great efforts and appropriate ways, so that the spring breeze of the new curriculum reform can also be "yumenguan".

Reform classroom teaching, optimize teaching process, improve teaching efficiency as much as possible, and make classical Chinese glow with new vitality. Classical Chinese, after all, is far away from our life, and teaching method cannot be equated with modern Chinese teaching method, but it is not a foreign language and has a very strong inheritance relationship with modern Chinese, which is "great harmony" and "small difference".

Therefore, we can learn from the successful experience of modern Chinese teaching, such as focusing on cooperation, inquiry, open learning methods, personalized teaching, etc., to form a flexible and practical teaching system with classical Chinese characteristics. Let's talk about the specific methods of classical Chinese teaching in the first volume of the eighth grade of People's Education Press: First, stimulate interest.

Active learning is possible only with interest, and cultivating students' interest in classical Chinese is the premise of good classical Chinese. During the lecture, you must always remember this string.

(1) has a strong faculty. I still clearly remember the class in which my freshman Chinese teacher, Mr. Yang Nailin, talked about Song Ci. He talked about Li Yu, and his ci style changed from Wen's Huajian Ci. Liu Yong, whose lyrics are written under orders; Su Dongpo and Xin Qiji, they are bold poets; There is also Nalan Xingde in the Qing Dynasty.

What shocked us even more was that Mr. Yang was able to write his representative works on the blackboard quickly without looking at the lesson plan. His cadence reading and comments completely touched us. Song ci is so beautiful! We took notes in a hurry Teacher Yang smiled and said, "No notes, no notes. Let's talk about it later. " But we won't stop for fear of leaving a word behind. The deskmate will discuss, the first sentence you should remember, the second sentence I should remember, and the third sentence he should remember.

It is really the enjoyment of linguistic beauty and artistic beauty, such as sitting in the spring breeze, which makes me fascinated by classical literature. I'm not exaggerating.

Think carefully, have you ever enjoyed such a class and been deeply touched by your own thoughts? The teacher must have devoted his * * * to creating such a class. The classical Chinese selected into the textbook contains the author's ideals and emotions, which are all expressed by the author. In teaching, our teachers should also guide students to "penetrate the text into the emotion", go deep into the author's inner world, and be happy or sad with the author, or worry or hate.

It should be said that in order to be full of * * * in the classroom, teachers should be familiar with history and understand the ancients in order to be affectionate and righteous. Imagine, if you don't know Cao Cao, how can you understand the strong and exciting spirit of "looking at the eastern sea" If you don't know Su Shi, how can you understand the boldness of "a romantic figure through the ages, one river does not return"? If you don't know Xin Qiji, how can you understand the helplessness and anger of "patting the railing all over, no one is present, boarding the meeting"? The teacher's * * * helps students to have a strong interest. On this basis, students will certainly enjoy beauty, be infected and edified, so that their prices and spirits can be shaped and sublimated.

(2) Carefully design the lead. Let the introduction of each classical Chinese lesson conform to the principles of simplicity, diversity and interest mobilization, and play the role of "one stone stirs up a thousand waves".

Let's give a few examples: review the old knowledge. The lead of The Story of the Nuclear Ship can be like this: "We learned a work about the superb skills of ancient artists, remember? Can you recite a few sentences? " Students can answer it and then introduce a new lesson: "The story of the nuclear ship we are learning today is an article describing the superb skills of sculptors, please pay attention to the similarities and differences of the writing"; The lead of "Looking at the Lake Pavilion Snow" is: "West Lake is a famous scenic spot, and we have learned many poems describing it. Think about what you can remember? " Students can say a few words, such as "Gushan Temple in the northwest of Jiating, the water surface is flat and the clouds are low", "The West Lake is always lighter than the West Lake", "After all, the scenery of the West Lake is different from the four seasons in June" and so on. The teacher went on to say, "We all appreciate the beautiful scenery of the West Lake in spring and summer, so what is it like in winter?" Let's take a look at the description in Zhang Dai's "Lake Pavilion Watching Snow"; With the introduction of famous sayings and poems, the lead of A Passage on the Avenue is: "Dr. Sun Yat-sen has a famous saying, which is in the text we are going to learn today. Do you know which sentence it is? "The students have previewed the text, and most of them can guess that it should be" The World is Public ".

The lead of the Three Gorges is: "Let's recite Li Bai's" Get Up Early in Baidicheng ". Who can tell us what "Jiangling" means and what "Chung Shan Man" means? " This leads to the beautiful Three Gorges; Through the comparison between ancient and modern times, the introduction of The Snake Catcher is: "Our people are striving to build a new socialist countryside. For thousands of years, the tax system for farmers' farming has been abolished and some subsidies have been given, which fully embodies the superiority of the socialist system. In contrast, the snake catcher's theory profoundly reveals the depth that exorbitant taxes and miscellaneous taxes bring to farmers.