(1) Pay attention to preview and cultivate ability. As the old saying goes: "Prediction will lead to success, failure to predict will lead to failure." To improve the quality of classical Chinese teaching, we must pay attention to students' pre-class preparation. Pay attention to preview, and teachers should give clear requirements and ask one or two preview questions before each class. And students are required to preview from the beginning: read the text to a coherent level and have an overall impression of the text; annotate the words, words, sentences, and paragraphs that they do not understand during the reading process so that they can be answered in class; according to Annotate the text, consult reference books and reference materials to try to answer questions; record what you find for class discussion. Preliminarily understand the background of the work and the life of the writer; think based on the preview prompts and after-class exercises. At the same time, students are mobilized to use the Internet to collect relevant information to break the limitations of teaching materials. After careful preview, students often ask more complex and difficult-to-understand questions. To solve these questions, we need to think carefully, conduct in-depth discussions, and then constantly discover and explore questions. Students' self-learning ability will naturally improve. improve. This allows students to question and teach students methods, which not only mobilizes students' enthusiasm for active participation, cultivates the habit and ability of independent learning, but also cultivates students' ability to think independently and innovatively, and cultivates the spirit and courage to explore the truth. , which greatly improves the efficiency of classroom teaching. What should be noted is that teachers should check the preview situation at any time. Teachers should always know how students have mastered and solved new knowledge and new problems, and must not let it go. (2) Cleverly design introductions to stimulate interest. The "Curriculum Standards" point out: "Chinese teaching should stimulate students' interest." A good introduction is like a magnet, which can tightly attract students' attention, charm them, and activate students' learning. Interest can ignite students' smart thinking sparks, allowing them to generate internal drive and centripetal force towards learning content that they don't pay much attention to. The ancients said, "It is better to teach a man to fish than to teach him to fish," which can be derived to "It is better to teach a man to fish than to teach him to desire," because interest is the best teacher. Using clever introductions can firmly attract students' attention, stimulate their interest in learning, eliminate students' fear of classical Chinese, and enable them to devote themselves enthusiastically to the study of classical Chinese. Make the introduction of each classical Chinese lesson consistent with the principles of short and concise, diverse in form, and arousing interest, so as to achieve the effect of "one stone stirs up thousands of waves". The introduction is designed in different ways for different texts: 1. Start with relevant idioms. For example, when studying "The Story of Peach Blossom Spring", start with the explanation of the idiom "Xanadu"; when studying "The Analects of Confucius", start from the explanation of the idioms "review the past and learn the new", "quick and eager to learn", "not ashamed to ask", "be tireless in learning", "tireless in teaching" and "three people walking together" "There must be my teacher" is introduced; when studying "Mencius Chapter 2", it can be introduced by explaining the idioms "the Taoist will get many help" and "the unjust Taoist will have few help"; when studying "Yueyang Tower", it can be introduced by explaining the idiom "worry first and then be happy"; when studying "Drunk", it can be introduced "The Story of Wengting" can be introduced from the explanation of the idiom "The drunkard's intention is not to drink"; when studying "The Foolish Old Man Moves the Mountain", it can be introduced from the explanation of the idiom "The Foolish Old Man Moves the Mountain"; "Cao GUI's Debate" can be introduced from the idiom "one go at once"... This kind of usage is well known to people. The idiom introduction method and the introduction of classical Chinese teaching are conducive to strengthening students' understanding and mastery of relevant idioms, achieving the purpose of enriching students' vocabulary, and at the same time deepening students' understanding of the text content. 2. Start by reviewing old knowledge. The introduction to "Looking at the Snow in the Pavilion in the Heart of the Lake" is: "The West Lake is a famous scenic spot. We have learned many poems and essays describing it. Students, think about which ones you can remember?" Students can say a few sentences, such as "Lonely" To the north of the mountain temple and to the west of Jia Pavilion, the water surface is flat at first and the clouds are lower than the feet.", "If you want to compare the West Lake to the West Lake, it is always better to put on light makeup and heavy makeup.", "After all, the scenery of the West Lake in June is different from that of the four seasons." The teacher continued: "We What we appreciate is the beauty of West Lake in spring and summer, so what is West Lake like in winter? Let’s take a look at the description in Zhang Dai’s "Looking at the Snow in the Pavilion in the Heart of the Lake". 3. Introducing the famous quotes and poems, the introduction of "Three Gorges" is: "Let's recite Li Bai's "Early Departure from Baidi City" together. Who can tell what "Thousands of Miles of Rivers" refers to and "Ten Thousand Mountains" refers to. Where? "This leads to the breathtaking Three Gorges. The introduction is equivalent to the beginning of the article. How can it not attract students? Of course, there are many ways to design introductions, which can be designed according to your own teaching needs, but one thing is clear, which is to increase students' interest in learning classical Chinese and eliminate students' fear of the difficulty of classical Chinese. (3) Read a book a hundred times and its meaning will become apparent to you. The ancients said: “Read a book a hundred times and its meaning will appear to you.

"The "Curriculum Standards" point out: "In teaching, special attention should be paid to cultivating a good sense of language and the ability to grasp the overall situation. "In teaching classical Chinese, teachers should pay attention to students' recitation. It can be said that we put the word "reading" in the first place. There are various ways of reading, including individual reading, group reading, role reading, etc. When reading aloud, we should also pay attention to pauses, The changes in tone and intonation, the handling of heavy and soft sounds, the arrangement of fast and slow speeds, to achieve the cadence and emotional state, and these need to be given timely guidance and demonstration during the reading process of the students. Time is helpful for understanding the text. Since there are many new words in classical Chinese, the pronunciation of individual words is different from the popular pronunciation today. It is difficult to determine the pauses and other characteristics of some sentences. Let students listen to the recording or the teacher’s sample reading. , just read the text, it is difficult to ensure that there are no mistakes. As long as the teacher does not make mistakes when reading, generally, students will read it two or three times and then read it by themselves. Some teachers think that it is better for junior high school students. Reading, the method is too naive. We believe that as long as the method is effective, it does not matter whether it is "low-level". Some teachers worry that reading may affect students' personalized understanding. There is no need to worry, because reading can help students grasp it. The emotional tone of the article, because reading the text must be based on correctly grasping the emotional tone of the article. Only through repeated reading and understanding of the main idea of ??the article can we further appreciate the article and understand the main idea. (4) Pay attention to the study of words and use classical Chinese words to communicate the needs. This is what we have to face. If the teacher teaches word by word and the students memorize word by word, the situation will be lifeless. It can be completed through self-study, which is undoubtedly self-deception. The question is how to teach. Many teachers have given the appropriate method, which is to focus on the key points and practice carefully. There is now a view that "implement every word and make every sentence clear." The Bazi Zhenjing in classical Chinese teaching should be eliminated because some characters are ambiguous. We believe that classical Chinese texts should not be learned vaguely just because of the ambiguity of some characters. I come to think, the rain and snow are falling." If translated into modern Chinese, it will destroy the poetic beauty, then we don't need to translate it, but you must let the students understand the usage of "矣、思". If you don't translate it, it will not affect it. The understanding of the meaning of the whole sentence must be implemented in words. We ask students to do pre-study to clear the word obstacles, and then focus on it in class to lay a solid foundation. Systematic accumulation of content words, function words, polysemy, ancient and modern idioms, special sentence patterns and other phenomena in classical Chinese, allowing students to connect, classify, compare and transfer the knowledge they have learned, so as to "accumulate soil" Only by the quantitative effect of "forming mountains" and "accumulating water forming abyss" can we have the ability to draw inferences from one instance. The key words, words and sentences in each classical Chinese article are best explained and refined in the form of blackboard writing and projection, so that the training can be truly implemented. There are also some Special sentence patterns, such as the attributive followed by "Living high in the temple will worry about the people", the object preceded by "Who am I to return to" and "Why is it so ugly", and the phenomenon of word usage is "You will live in sorrow", " Expressions such as "a little guest is like his father" should be explained to students, and the special usage of classical Chinese should not be ignored just because of downplaying grammar. Only by mastering a certain number of content words, function words and some special sentence patterns in classical Chinese can one be able to read simple classical Chinese texts independently. Generally speaking, the meaning of content words is relatively simple, such as "walk" means "run", "book" means "write", "clothes" means "common people", "sacrifice" means "sacrificial pigs, cattle, sheep, etc." ” and so on; the meanings of function words are relatively complex. For example, there are seven ways of using “Zhi”, and there are six kinds of meaning relationships expressed by the conjunction “ER”. As long as you are familiar with the usage and meaning, you have a good idea of ??the meaning, and when you encounter words, you can choose them according to the language environment. Judgment and analysis will naturally be much easier. Therefore, in the teaching of classical Chinese, after students have a certain knowledge of classical Chinese, it is necessary for teachers to sort out classical Chinese words for students that have great differences in ancient and modern meanings and classical Chinese words that have more uses. For sentences that are difficult to understand, you must memorize the key keywords repeatedly before you can master them. To clear up the meaning of the text, in teaching, we adopt the method of asking students to move their annotations, that is, selectively copying the annotations below or to one side of the annotated words in the text, which often yields unexpected results. Students will be more impressed by copying it once than by just seeing it with their eyes, which will help their memory. The annotations of new words are just below the article, and students will see them as long as they read the text. This fully mobilizes students' unconscious attention and memory.

Finally, word learning cannot ignore the consolidation step. After class, it is necessary to organize and summarize in time through cards, charts, etc., and do some exercises within a certain period of time. Among them, let them try extracurricular reading and choose short, interesting and philosophical words. Classical Chinese text training, or those related to the text, written by the same author, related in content, or written in a similar way, can be used for comparative reading, with the intention of cultivating students' ability to transfer and apply what they have learned. (5) Promote understanding and in-depth taste. The new curriculum standards clearly state that "reading is a student's individual behavior, and teachers' analysis should not replace students' reading practice." Emphasizing that reading teaching "should cherish students' unique feelings, experiences and understandings", we all know that we should leave time for students to feel, experience and understand, so that students can imagine, experience, taste and chew in reading. Then, teachers must help students form insights at this time, because the cultivation of language sense is the focus and destination of the humanistic nature of the Chinese subject. In classical Chinese teaching, what is important is not whether students have mastered the teacher’s analysis of a certain text, but It is what students themselves feel and comprehend, and what progress and improvements they make under the inspiration of teachers. Reading should not just stay at the shallow level of understanding words, but regard classical Chinese as a kind of culture and a kind of literature. The lecture and analysis link is consistent with the teaching philosophy embodied in modern literature lecture and analysis. It adopts a teaching method that focuses on students' autonomy, cooperation, discussion and inquiry under the guidance of teachers, and will not be detailed here. In addition, ancient Chinese teaching also needs to pay attention to helping students understand from the following aspects. 1. In view of historical reasons, teachers should appropriately add some content, such as relevant historical anecdotes, regulations and systems, customs and habits involved in the text. When analyzing "Night Tour at Chengtian Temple" and "Shui Tiao Ge Tou", students must understand Su Shi's character, mind, ambition and his life's experiences. 2. Strengthen the connection with reality, let students feel that people and things in ancient Chinese literature "can be far away in the horizon, and close can be in front of their eyes", mobilize emotions and pay attention to experience. Another example is "Spring Hope". You can use your imagination in connection with the Anti-Japanese War and the Libyan War to understand the feelings of ordinary people in the war. 3. Guide students to understand the author’s emotions and then interpret the text. For example, "Night Tour at Chengtian Temple" conveys the author's subtle and complex mood, and can guide students to grasp the character's exclamation of "but there are few idle people like my two ears", and appreciate the taste of "idle" - the sadness of relegation, life The emotion, the joy of admiring the moon, and the leisurely stroll. "Watching Snow at the Pavilion in the Heart of the Lake" describes the author's elegance as a scholar who is different from the secular world, starting from the actions of the characters: Zhang Dai took a small boat to the Lake Pavilion to enjoy the snow during three days of heavy snow, with all the people and birds in the lake. What does his unusual behavior reveal about his state of mind? (6) Guiding recitation to improve literacy. "There is poetry and calligraphy in your belly." Reciting more famous works in classical Chinese is very helpful for cultivating students' sense of classical Chinese and accumulating classical Chinese words. It should be noted that reciting is not a matter of rote memorization, but skillful memorization. According to the new curriculum standards, 80 poems and essays must be memorized in junior high schools, which is a difficult problem for many students. They are afraid of memorizing ancient prose. The main reason may be that recitation is often treated as an after-class exercise, which makes students bored. Although students also memorize, the purpose is to cope with the examination, and because it is a forced memorization method, the memory will certainly not last long. In this regard, you can introduce more reading experiences, feelings and methods of famous people. We advocate following the natural law of reciting through familiar reading, adding your own understanding and insights into the familiar reading, so that the things written down can be stored in the mind for a long time and be readily available when needed. Recommend some memory methods to students, such as: the sequence of "Three Gorges" from summer water to spring and winter to clear and early frost; the method of breaking up the whole into parts, that is, connecting sentences into paragraphs and connecting paragraphs into articles, which is suitable for longer lengths. Such as "The Drunkard Pavilion". In short, classical Chinese teaching should continue to improve classical Chinese teaching strategies under the guidance of new curriculum concepts, constantly change students' learning methods, and fully mobilize students' enthusiasm for learning, focusing on previewing, clarifying the meaning of the text, comprehending taste, understanding and reciting, etc. Only by working hard and thinking of ways can classical Chinese teaching truly get out of the predicament and continuously improve the teaching effect of classical Chinese.