Classical Chinese teaching is an important part of Chinese reading in middle schools. It plays a role in inheriting the excellent national culture, educating students in ideology and morality, helping students to understand ancient society and better master modern Chinese. The new middle school Chinese textbook published by People's Education Press in the autumn of 2 has increased the reading of ancient poems and classical Chinese. The new syllabus puts forward the requirements of "reading ancient poems and simple classical Chinese, understanding the content with the help of notes and reference books, and reciting a certain number of famous articles". Compared with the past, there are two major characteristics: first, the reading volume of classical Chinese teaching in junior high school has increased; second, the learning requirements of students have decreased, and only the reading, recitation and understanding of basic content have been paid attention to, while the meaning of function words, flexible use of parts of speech and special sentence patterns have no specific requirements. But if you don't understand and master the words and sentences, how can you understand and use them? I think this is a pair of teaching contradictions. How to break through the difficulties of junior middle school students' learning classical Chinese and effectively solve the contradiction between "more quantity and wider width" and "rough reading and lower standard" will become a major focus of our teaching exploration. Based on the above considerations, I start from the following aspects to improve the efficiency of classical Chinese classroom teaching.

First, understand the textbook thoroughly, and set the goal

Correctly understanding the literal meaning of words and sentences in classical Chinese is one of the foundations and important goals of classical Chinese teaching, but it is not the only goal. In addition, students should also make appropriate appreciation and evaluation of the article. Most of the classical Chinese texts selected in the textbooks have strong literariness. The ideological character of his characters, the author's attitude towards life, the pursuit of ideals, thoughts and feelings all have an influence on the formation of students' outlook on life, values and aesthetic taste. For example, Yu Gong Yi Shan, Humble Room Inscription, and Love Lotus Theory are self-evident. Therefore, in teaching, we should first determine the teaching objectives, guide students to master the basic knowledge of classical Chinese, and at the same time let students make appropriate appreciation and evaluation of the works. Appreciating the feelings in the text, imagining the scenery in the text, understanding the way in the text and feeling the elegance in the text are the highest realms pursued by classical Chinese teaching.

Two clever tricks to stimulate interest

Junior one students are new to classical Chinese, so it is difficult to learn. "Interest is the best teacher". When students are interested in learning, they will have motivation and turn passive learning into active learning. Therefore, how to stimulate students' interest in learning is particularly important in the introduction of new courses. The lively introduction of new courses urges students to enter a positive and pleasant learning state, relieves students' fear of difficulties in learning classical Chinese, and promotes students' understanding and accumulation of words and contents in learning classical Chinese. According to the characteristics of classical Chinese, we can try the following methods:

1. Introduction of idioms and aphorisms

There are many idioms from junior middle school classical Chinese texts. If we adopt corresponding idioms to introduce this kind of classical Chinese teaching, we will achieve good teaching results. In junior middle school classical Chinese, many articles can be imported in this way, such as Sun Quan's Persuading Learning and Peach Blossom Garden. In addition, there are many famous aphorisms in junior middle school classical Chinese, which can not only deepen students' understanding of the text, but also strengthen the accumulation of language.

2. Story introduction method

Introducing vivid stories and beautiful legends can also arouse students' interest in learning and deepen their understanding of the text. The story used to lead in can be the story described in the text itself or other stories related to the content of the text. For example, when teaching classical Chinese with strong stories, such as Wolf, Stomatology and For Learning, teachers can tell stories to students first, then guide students to learn the corresponding classical Chinese, and then implement the teaching of words and sentences. For another example, the story of Teng Zijing's construction of Yueyang Tower can be used for teaching, and the story of Liu Bei's three visits to the cottage and Zhuge Liang's dedication can be used for teaching, so as to broaden students' horizons and deepen their understanding of the text.

3. Use pictures and media to stimulate students' interest

You can mobilize students' existing knowledge reserves related to the text content to introduce the text, review the old and learn new things, and stimulate students' interest in learning, for example, using the Three Gorges of the Yangtze River in geographical knowledge to import The Three Gorges; You can download pictures related to the text from the internet, read the article with classical music by multimedia means, or directly display the audio-visual and picture content related to the text by multimedia means to create a scene; Give full play to the initiative of students' active participation, and let students use network resources and related books to find information related to the text in preview.

Third, highlight key points and strengthen reading

The lively introduction of new lessons can only be the beginning. In the specific reading guidance stage, we must strengthen reading, highlight the key points of learning, and avoid seeking perfection and covering everything. At the same time, we should give full play to students' main role, completely abandon teachers' "cramming" teaching method, and let students think, discuss and speak more, so as to fully mobilize students' learning enthusiasm. In particular, strengthen students' reading training and adopt flexible and diverse ways to let students read and recite.

The classified query of periodical articles is all in the periodical library.

As an ancient saying goes, "Reading a book a hundred times makes its meaning self-evident", which means that repeated reading can understand the intention of the article, and reading is still an important way to learn classical Chinese. In teaching, we should not only pay attention to classroom reading, but also pay attention to extracurricular reading. Classroom reading can be divided into three steps: first, the teacher's model reading. Teachers can not only make students remember the difficult words and pronunciation of words, but also make them read the text vividly. A pause in a sentence; The pace, more importantly, can stimulate students' interest in reading and improve their cognitive ability. Teachers accurately and vividly model reading, and then with the help of different changes in stress, intonation, pause, speech speed, volume and so on, unconsciously bring students into the beautiful realm of the article, so that they have interest and motivation in learning. Secondly, students read aloud. On the basis of teacher's model reading, students can read repeatedly. On the one hand, students can be required to sketch out key words and famous sayings in the text while reading, and focus on memorizing them; On the other hand, we can specifically perceive the content of the text, deeply understand the meaning of difficult words and sentences from the sentence structure and context, and grasp the author's views, attitudes and ideological tendencies expressed in the article. Once again, the students read aloud. Reading aloud means reading aloud repeatedly on the basis of understanding the meaning of the article in order to become familiar with it. Scientific and targeted guidance should be given to students' reading to avoid aimless mechanical repetition. Reading must run through the teaching of classical Chinese through model reading, silent reading, role reading and reading, and finally achieve the basic reading in class, thus deepening the understanding of the text.

At the same time, teachers should encourage students to read classical Chinese after class by themselves, and also plan to find some classical Chinese works with notes that are in line with students' reading psychology and are equivalent to the depth of the text for students to read after class. Teachers can give instructions in key places so that students can apply classical Chinese words learned in class to reading practice, and consolidate, deepen and be proficient in the application, so as to combine intensive reading with extensive reading. In this way, students' reading comprehension ability can be gradually improved.

4. Encourage questioning and divergent thinking

"Learning requires asking, and learning is impossible without asking". Only when there is doubt can students think, and then explore and solve problems. Question consciousness can stimulate students' strong desire to learn, make students consciously devote themselves to learning, let students really enter the classroom and become the masters of learning. My approach is to grasp the problems that can arouse students' active discussion in the text, let students express their opinions and cultivate students' divergent thinking. For example, after reading Born in Worry and Died in Happiness, I guide students to discuss: What do you think of the author's point of view? After a few minutes of thinking, the students spoke enthusiastically. Some fully agree with the author's point of view that adversity can temper people's will and make them do something. If you want to get ahead, you must learn to bear hardships. Others think that the author's point of view is one-sided-adversity can certainly make talents, but prosperity can help others become talents. Many students can combine some historical facts at home and abroad and examples around them to give full play and put forward their own unique views, and the classroom atmosphere is active. There are many materials in junior middle school classical Chinese that can arouse students' divergent thinking. As long as we are good at putting forward questions for students to discuss in combination with the text, we will certainly achieve good teaching results.

Cultivating and improving students' ability to analyze and understand problems is one of the main purposes of Chinese teaching. Infiltrating appropriate training to cultivate students' divergent thinking in classical Chinese teaching will undoubtedly help to develop students' thinking and improve their ability to analyze and understand problems.

5. Pay attention to accumulation and practice.

The new curriculum syllabus points out that in teaching, we should "pay attention to creating an environment for Chinese learning, communicate the links inside and outside the textbook, inside and outside the classroom and inside and outside the school, broaden the learning channels and increase the opportunities for students to practice Chinese." In my opinion, we should strengthen the accumulation and training of basic knowledge of classical Chinese, carefully organize various activities inside and outside the Chinese class, and adopt various forms, such as word accumulation competition, warning collection competition and other competitions, so as to achieve the goal of students' strong sense of classical Chinese, broad knowledge and easy learning of classical Chinese.

In the teaching of classical Chinese in junior high school, the most commonly used is "word accumulation", which can require students to copy important words or idioms in the text in their notebooks after learning each classical Chinese, so as to

ask:

Then review them at any time; "Collection of epigrams" is to ask students to collect famous epigrams that appear in classical Chinese or are related to the content of the text, write them down in notebooks or make them into cards. For example, after learning Ten Rules, you can collect warnings such as "If you have a threesome, you must learn from me", "If you choose the good one, follow it, and if you don't, change it" and "Don't do to others what you don't want them to do to you". After learning Chen She Family, you can collect "The swallow knows the ambition of a swan", which can be associated with learning Sun Quan. In addition, related knowledge contests can be held. For example, after teaching Yueyang Tower and Zuiweng Pavilion, students can be asked, "Surrounded by lakes and mountains, thousands of families are worried and happy" and "Weng has been gone for 8 years, but his hometown is still drunk; Which places of interest do these two couplets describe respectively? All these can be used as extracurricular practice activities in classical Chinese teaching to strengthen students' Chinese accumulation and broaden their knowledge horizons.

In short, in the teaching of classical Chinese, we should aim at cultivating students' autonomous learning, pay attention to the cultivation of reading ability and understanding ability, and let students understand the profound ancient culture, so that the teaching of classical Chinese can be new, well taught, spiritually taught and truly play its role.