Characteristics and teaching of classical Chinese in high schools

1. Compulsory Course 2 for the Grade 1 Chinese and Classical Chinese

Complete set of lesson plans for the fourth unit of Grade 1 Chinese and Classical Chinese Cantonese Education Edition compulsory course 4. Complete set of lesson plans for the fourth unit of Grade 1 Chinese Classical Chinese 14. Chapter 2 of Confucius and Mencius Teaching objectives of the lesson plan "Ji's General will attack Zhuan Yu": 1. Understand the exposition style of quotations. "Cultivation of literature and virtue comes from far away people" Understand the highly refined characteristics of the language in this article. Ji's attack.

Teaching plan for the compulsory course 1 in the first year of high school, Classical Chinese, and the compulsory course 1 in mathematics in the first year of high school. The complete collection of lesson plans for the fourth unit of the first course of classical Chinese 14. Teaching objectives of the lesson plan of Chapter 2 of Confucius and Mencius, "Ji's General Conquers Zhuan Yu": 1. Understand the style of quotations The way of discussion. "People who have cultivated literature and virtue since far away" understand the highly refined characteristics of this article's language. Ji Shifa. Courseware for compulsory course 3 of Chinese for the first year of high school. Compilation of classical Chinese phenomena in all classical Chinese texts - Jiangsu Education Edition ppt. version of compulsory course 3 for the first year of high school. All classical Chinese texts\x0b. Ancient and modern synonymous parts of speech, polysemous words, fixed sentence patterns, polysemy, and fixed sentences. Production: Jiangsu Province Sheyang Middle School Chinese Language Group Wei Wenqin's hard work leads to academic success and changes her destiny. Success lies in the details. Diligence makes her academic achievements change.

The Jiangsu Educational Education Edition compulsory course No. 1 Classical Chinese, the Jiangsu Educational Education Edition compulsory subject Five Classical Chinese. The compulsory course No. 3 for high school students in the Jiangsu Education Edition all classical Chinese texts\x0b Ancient and modern synonymous word categories, multiple meanings, pseudo-characters, fixed sentence patterns, production: Jiangsu Province Shooting Wei Wenqin, Chinese Language Group of Yang Middle School, diligently achieves academic success and changes destiny. Success lies in the details. Diligence makes academic learning change. 2. How to correctly grasp the characteristics of Chinese education in high school Chinese teaching

Last time we talked about classroom and writing practice, this time we will talk about the characteristics of Chinese teaching in senior high school.

The reason why it is not recommended to instill too many problem-solving skills and test-taking methods into students in the first and second years of high school is because it will easily lead them to study Chinese instead of science. In other words, it will limit their ability in Chinese. Achievements have been achieved in this regard, and Chinese language learning is understood as doing college entrance examination questions and survey questions. In this case, there is no doubt that they will reach a dead end like English learning.

But the senior year of high school is different. You have to serve the college entrance examination. You have to be responsible for your child's college entrance examination results and your child's future.

In short: quality Chinese education in the first and second years of high school, and exam-oriented Chinese education in the third year of high school.

1. Modular teaching, many teachers do this. It is a period of time dedicated to solving one type of question. But what matters is how to arrange the order. Poetry, classical Chinese, modern literature, language application, composition, which comes first?

The references I give are: classical Chinese, poetry, modern literature, and language application (readers can think about the order of issues themselves). The composition is interspersed with it, and you can practice one article in 1-2 weeks. The pronunciations and characters form famous sentences...we have sorted them out and sent them to students to memorize in morning reading classes.

2. College entrance examination-style teaching. When teaching each module, teachers should closely follow the pace of the college entrance examination and use the college entrance examination answers as the standard, that is, the college entrance examination orientation of teaching. The teacher should have done every question that the students have done, thought about and summarized every question that the students have done (here, it refers to the ones you assigned and you have to comment on them after they finish), and summarized it into the key points of answering the questions (here is the source of the answer) It must be the college entrance examination answers), that is, the college entrance examination answers are chopped and ground into small pieces and fed to the students. Remember, your review of each question must be carefully designed and researched. The questions should be precise but not too many. Even if you teach a modern reading question in one class, as long as you explain it in detail enough and develop it well enough, The effect is beyond doubt!

3. Pay attention to the students. Students in the third year of high school are very hard-working, and as a Chinese teacher, we cannot push them into the fire pit. We should try to compress the Chinese learning time as much as possible, and strive to allow them to complete their daily learning tasks in morning reading classes and Chinese classes. It is recommended that they do some simulation questions after class if they have time. In that case, we ourselves will have to endure more hardships, make our teaching plans well, and prepare for the class so well that we dare to say to the students: "As long as you memorize the morning reading class carefully and listen carefully in the Chinese class, you will definitely achieve a self-breakthrough in the college entrance examination!"

There are also some specific operational issues. You can refer to some of the requirements in the previous three answers, but remember that the specific implementation must take the senior year as the general environment. 3. How to teach classical Chinese in high school

Memorize it by heart and be able to write it dictally; what are the several sentence patterns, inversion, attributive postposition, and the usage of words, what makes verbs and predicates verbs.

Meanings of common words. That's enough.

The national college entrance examination paper has five points of dictation questions in the book, so you can’t lose the points. Reading a classical Chinese text, three or four multiple-choice questions, examining sentence structure and grammar, understanding and summarizing the content, and understanding Chinese characters.

For the two-sentence translation, check the translation of key words and the smoothness of the sentences. You cannot lose this point. There is also practice. When I was in the third year of high school, I wrote a classical Chinese essay every day, and the effect was very good. Classical Chinese teaching has always followed the traditional model of "problem solving - background introduction - cross-talk and translation - in-depth analysis of words and sentences - reciting and memorizing", which is high-efficiency and low-effort. effect.

So, how to improve the effectiveness of classical Chinese teaching in junior high schools? Based on my own practical experience, I have summarized the following teaching strategies: 1. "Read a book a hundred times, and its meaning will become apparent." As the saying goes: "If you have read three hundred Tang poems, you can recite them even if you don't know how to write them." The biography of Yao Ji also said: "Most people who study ancient Chinese must read loudly and slowly, and then they will realize it.

If you can only read silently, you will be a layman for the rest of your life." The principle of reading is Through recitation, you can develop your sense of language, become familiar with vocabulary and sentence patterns, and experience the thoughts and feelings in the language.

And then capture the author's interest, momentum or charm. From correcting sentences to rhythmic ones, and finally expressing emotions in ups and downs, this is not only a process of accumulating language, but also an aesthetic process.

Therefore, I think that in teaching, teachers’ model reading or students listening to multimedia reading, students’ reading aloud and simultaneous reading are essential. When reciting, you must first "understand the pronunciation".

The pronunciation of some words in classical Chinese is different from the common pronunciation in modern Chinese today. This requires our teachers to model reading or students to listen to multimedia reading to deepen students' memory. For example, in the sentence "I want to return home" in "Peach Blossom Spring", the word "yao" should not be pronounced as "yào" but "yāo".

The existence of these heterophones in classical Chinese makes fan reading particularly important. In addition, it is necessary to "read clearly".

Middle school classical Chinese textbooks all have sentence segmentation and punctuation, and sentence pauses are easy to master. The difficulty lies in the grammatical pauses within some complex sentences. For example, "The Analects of Confucius" says, "Those who review the past and learn the new can become a teacher."

A word in ancient Chinese is a word. The ancient meaning of "can" is: can rely on it, but the "zhi" is omitted in the middle of "thought".

Therefore, this sentence should be read as "Reviewing the past ∕ and knowing the new, you can ∕ become a teacher." and should not be misread as "Reviewing the past ∕ and learning the new, you can ∕ become a teacher."

Through model reading, students master the pauses in syllables and read catchy words. At this time, the teacher guides the students to read silently according to the text annotations. On the basis of understanding, the teacher then names the students to read aloud during the teaching and organizes the reading together.

This can stimulate students' interest and confidence in learning. If they read more, they will be able to recite it easily, and they can understand and appreciate the thoughts and feelings in the language. And read aloud should be integrated into the entire teaching process, and it should not be regarded as a certain teaching link in isolation.

As the saying goes, "Read a book a hundred times, and its meaning will become apparent." Second, stimulate interest.

Einstein once said: "Interest is the best teacher, it often trumps responsibility." Indeed, interest is the inner driving force that promotes students to learn knowledge and develop innovative thinking.

Therefore, when teaching ancient Chinese, teachers should first mobilize students' enthusiasm for learning, so as to improve the timeliness of the class. In addition to the above reading methods, I have also summarized the following methods in guiding and stimulating students' interest in learning classical Chinese: 1. Proper introduction, creating situations, leading students into the classical Chinese classroom, and making students feel the joy of entering. pleasure.

For example, when studying "The Poetry of Mulan", first play the highlights from the movie "Mulan" to the students to stimulate their interest in learning this article. 2. In specific text teaching, select or add stories related to the text or the author's characters to stimulate students' interest in learning.

For example, when studying "Sun Quan Encourages Learning", it is appropriate to tell a few historical stories related to Sun Quan and Lu Meng. When studying "The Analects of Confucius", I briefly told the story of Confucius's travels around the world.

Make students feel touched and active, and improve the effectiveness of classroom teaching. .

Classical Chinese teaching has always followed the traditional model of "problem solving - background introduction - series of lectures and translations - in-depth analysis of words and sentences - reciting and memorizing", which is high-consuming and inefficient.

So, how to improve the effectiveness of classical Chinese teaching in junior high schools? Based on my own practical experience, I have summarized the following teaching strategies: 1. "Read a book a hundred times, and its meaning will become apparent." As the saying goes: "If you have read three hundred Tang poems, you can recite them even if you don't know how to write them."

The biography of Yao Ji also said: "Most people who study ancient prose must read loudly and slowly, and they will only realize it after a long time. If they can only read silently, they will be a layman for life."

< p> The principle of reading is that through recitation, you can develop your sense of language, become familiar with vocabulary and sentence patterns, and experience the thoughts and feelings in the language. Then capture the author's interest, momentum or charm.

From correcting sentences to rhythmic ones, and finally expressing emotions in ups and downs, this is not only a process of accumulating language, but also an aesthetic process. Therefore, I believe that in teaching, teachers’ model reading or students listening to multimedia reading, students’ reading aloud and simultaneous reading are essential.

When reciting, you must first "clear the pronunciation". The pronunciation of some words in classical Chinese is different from the common pronunciation in modern Chinese today. This requires our teachers to model reading or students to listen to multimedia reading to deepen students' memory.

For example, in the sentence "I want to return home" in "The Peach Blossom Spring", the word "yao" should not be pronounced as "yào" but "yāo". The existence of these heterophonic characters in classical Chinese makes fan reading particularly important.

In addition, you must "read the sentences clearly". Middle school classical Chinese textbooks all cover sentence segmentation and punctuation, and sentence pauses are easy to master. The difficulty lies in the grammatical pauses within some complex sentences.

For example, in "The Analects of Confucius" "Those who review the past and learn the new can become a teacher." A word in ancient Chinese is a word.

The ancient meaning of "can" is: can rely on it, and the "it" is omitted in the middle of "thought". Therefore, this sentence should be read as "Reviewing the past ∕ and learning the new, you can ∕ become a teacher."

But it should not be misread as "Reviewing the past ∕ and learning the new, you can ∕ become a teacher." Through the model reading, Students have mastered the pauses in syllables and can read catchy words.

At this time, the teacher will guide the students to read silently according to the text annotations. On the basis of understanding, the teacher will then name the students to read aloud and organize reading together. This can stimulate students' interest and confidence in learning. If they read more, they will be able to recite it easily, and they will be able to understand and appreciate the thoughts and feelings in the language.

And read aloud throughout the teaching process. 4. How to effectively carry out classical Chinese teaching in high schools

Ancient classical Chinese is an artistic treasure in the cultural history of the Chinese nation and the essence of our culture.

In recent years, people have paid more and more attention to the study of ancient poetry. The method of learning ancient poetry has also become a topic discussed by many teachers.

In the traditional teaching of classical Chinese, teachers usually use the method of analysis and explanation, which is word by word, sentence by sentence and paragraph by paragraph. It lacks vividness and image, and it is difficult to mobilize students' reading interest and learning initiative. sex. Students only passively accept the knowledge instilled by teachers and do not know how to use the knowledge they have learned to understand and master new knowledge.

Therefore, the teaching of classical Chinese in high schools must be reformed. The following are some of the author’s teaching practices and experiences. 1. Contact historical facts to trigger students’ desire for knowledge. Most of the classical Chinese texts selected in high school Chinese textbooks are pre-Qin prose and Zhuzi prose.

Relevant to the social politics of this era, many works are literary in nature, but they are basically loyal to historical facts, and the characters and events are interrelated and affect ten things, such as "Zhu Zhiwu Retreats the Qin Master", "Gou Jian's Destruction" "Wu" and so on, are mixed with many important historical figures and events, forming a strict causal connection. If teachers only teach the text content in isolation and do not pay attention to the connection with historical events, the result will be that it is not easy to stimulate interest and make Students feel that the content is monotonous and boring; secondly, it does not allow students to more thoroughly understand the logical connections between historical understandings, thus affecting the memory effect; thirdly, it does not allow students to have a deeper understanding of the vastness of the knowledge field, and their desire for knowledge is extremely difficult Be guided and nurtured. Therefore, language teachers should read more history books to understand and be familiar with China’s history.

When teaching relevant historical knowledge to students, it is even more vivid, detailed and expressive than the history teacher's teaching. This will have an immeasurable effect on cultivating students' interest in learning classical Chinese and improving the effectiveness of Chinese classroom teaching.

2. Create a democratic, equal and relaxed teaching environment so that students can "love learning". The "New Chinese Curriculum Standards" points out that students are the main body of learning and development.

In the past, teaching was all about teachers talking and students listening, which greatly ignored the subjectivity of students. At the same time, it also caused the classroom to lose a lot of vitality. How can we bring vitality back to our classroom? The way to achieve this is to change Our teaching philosophy is to create a democratic, equal and relaxed teaching environment so that students can boldly participate in teaching activities. Therefore, teachers should try a variety of teaching forms to make students really want to learn classical Chinese. We divide the whole class into groups, with each group consisting of 5-6 students. In the course of learning classical Chinese, we generally use group independent and cooperative learning methods to teach.

For example, when studying the article "On the Passage of Qin", there are nine groups in our class. Then each group will have a part of the content. According to the amount of assigned content, the time for students to learn independently and cooperatively will be determined. Generally, it is 10 -15 minutes, students from each group gather together to study the content of their group. Because they want to judge which group has done better, students in each group will actively devote themselves to learning. This not only prevents students from dozing off while studying classical Chinese, but also prevents students from falling asleep while studying classical Chinese. It can also arouse students' competitive spirit, so that they can study actively and conscientiously. The whole classroom is democratic and relaxed, students have high interest in learning, and teaching efficiency is also significantly improved. 3. Combined with language appreciation, read some language rules of characteristic high school classical Chinese, such as the sonority of phonology, the cadence of intonation, the implicitness of language, the neatness of sentence patterns, etc. Most of them are suitable for "understanding" rather than "verbal transmission" .

However, one cannot rely only on seeing with the eyes, nor can one gain much understanding from the teacher’s detailed analysis. In the end, one has to recite it over and over again, pondering, perceiving, and experiencing it through the recitation. Take it from heart to heart. After students have an overall understanding of classical Chinese, teachers can guide students to analyze the text in order to achieve comprehensive understanding.

First, we must analyze the meaning of words and sentences; secondly, we must understand the meaning of the text, combine it with the content of the text, and distinguish the levels; and finally, we must summarize the characteristics of writing. Teachers should not do everything in the analysis process.

Teachers will not explain anything that students can find in the notes after class or pre-class tips; if students can understand it through guidance, teachers should provide timely enlightenment and guidance. After analysis, students not only consolidated old knowledge and learned new knowledge, but also strengthened the connection between new and old knowledge in classical Chinese, focusing on the cultivation of students' self-learning ability.

4. Read the book a hundred times, and its meaning is self-evident. If you want to read the classical Chinese thoroughly, it is not enough to just recite it two or three times in class. You also need to spend more time reciting it after class. It is also equipped with synchronous or asynchronous dictation, using reading to assist writing and writing to promote reading, establishing an integrated learning process of reading and writing. After the study of "Efang Palace Fu" came to an end, I got in touch with the class teacher, and several classes jointly held a poetry reading competition and a calligraphy competition. This played a certain role in encouraging students to recite. I will test the results of this lesson later. When covering knowledge points, we found that students remembered them more firmly and rarely lost points.

With the gradual deepening of the new curriculum reform of Chinese language in high schools, teachers have made many new attempts in the field of classical Chinese teaching and achieved certain results. However, compared with modern literature, the progress of classical Chinese is still slow. The results and efforts are still very disproportionate. Therefore, we must continue to develop more effective classical Chinese teaching methods, all based on the principle of improving teaching quality, and create high-efficiency classrooms. 5. Middle school Chinese teaching paper: How to improve the effectiveness of classical Chinese teaching

1. Improving the scientific and systematic nature of classical Chinese teaching. Scientificity means that the teaching of classical Chinese must follow its inherent laws and requirements and must be based on classical Chinese. Teaching work is carried out based on the basic characteristics of learning and the basic characteristics of high school students.

Although classical Chinese teaching is part of the Chinese teaching content in middle schools, it is still quite different from the teaching of modern Chinese. Only by facing up to this difference and basing on its own characteristics can we achieve good teaching results. . After entering the high school stage, our Chinese teachers do not attach great importance to students' mastering of the most basic knowledge content such as words and sentences, but rather provide guidance and analysis from the appreciation and analysis of works.

What is easy to overlook is that, whether it is daily classroom teaching or college entrance examination, there is a big gap between the examination requirements for classical Chinese and modern Chinese. In the course standards and college entrance examination syllabus, for the classical Chinese part, more emphasis is placed on the examination of classical Chinese content words, function words, classical Chinese sentence patterns, and the translation of classical Chinese sentences. The requirements for general judgments of classical Chinese information are relatively low.

Therefore, when we teach classical Chinese, we must formulate teaching goals according to the students' level, according to the curriculum standards and examination syllabus, and organize the teaching of classical Chinese in a targeted manner. Systematicity means that classical Chinese teaching at the high school level cannot be done piecemeal, blindly following the contents of the textbook, and just asking students to memorize classical Chinese passages is not enough.

Teachers need to systematically design and arrange the knowledge and ability requirements involved in the classical Chinese section at the high school level. Through three years of planned and step-by-step teaching, students can gradually master this knowledge comprehensively and systematically. . We must not only organize teaching activities in accordance with the requirements of curriculum standards, but also combine students’ classical Chinese learning level and ability with college entrance examination preparation. Through reading appreciation training in class and after class, through exercises, examinations, etc., we must improve students’ classical Chinese writing skills. Basic knowledge and abilities are strengthened, tested and evaluated.

2. Connect ancient and modern times, connect literature and literature. In daily Chinese teaching, teachers should pay attention to the connection and sorting out of ancient and modern texts, ancient and modern literature, and ancient and modern culture, and pay attention to sorting out and guiding the origin relationships, so as to In the teaching of modern literature, students' horizons are broadened, so that they can learn and appreciate modern literature from the perspective of historical development, objectively and actively understand and evaluate classical Chinese works, feel the wisdom and precious thoughts of the ancients, and feel the breadth and depth of Chinese culture. The study of language knowledge in modern literature, the reading and appreciation of literary knowledge, the explanation and analysis and evaluation of cultural phenomena, social phenomena, etc., only by combining ancient and modern, and combining literature and white, will students be able to understand and understand more easily, and master and understand more easily. Feel.

This is also a big challenge for teachers, and it is also a valuable opportunity to improve their abilities and connotation. 3. Cultivate students' independent learning habits. Whether it is modern literature or classical Chinese, the ultimate goal of teachers' teaching is to "not teach", that is, to enable students to develop good independent learning habits and cultivate their awareness and ability to learn independently.

Therefore, in Chinese language classes, whether it is teaching modern Chinese or classical Chinese, teachers must always pay attention to this point, gradually ask students, guide students, develop the habit of independent learning, and let teachers lead students. Learn and appreciate famous sentences and articles, so that students can develop interests and hobbies, and learn and appreciate independently. Only when most or even every student has the awareness and ability to learn independently can the effectiveness of teaching go without saying, the effectiveness of Chinese teaching and classical Chinese teaching go without saying, and only then can it be effective and efficient. 6. 1. How should high school Chinese teaching correctly grasp the characteristics of Chinese education?

Chinese classroom teaching should reflect the unique learning process - edification, experience and insights. Take reading teaching as an example. Reading is a process of obtaining meaning from printed or written language symbols. It is a conceptual activity with strong internal potential. Students' reading and understanding of texts is by no means a passive imprinting process. . Students' learning abilities, learning habits, and learning qualities of teachers are generated in certain situations. Students' understanding of texts and emotional experiences all sprout in the classroom atmosphere. The success of a Chinese class should be judged by whether the teacher has thoroughly studied and mastered the teaching materials through his own profound artistic accomplishment and rich life accumulation, so that he can share the same joys and worries with the author and protagonist, and use them freely, so that students can be infected. , work with the teacher to "translate the text into emotion", "enter the country" and "enlighten the mind" together; whether the teacher's teaching language is rich in emotion, and whether it has reached such a teaching state - when it comes to solemnity, students sit upright; when it comes to When it comes to the heroic part, the students' blood boils; when it comes to the indignation, the students raise their eyebrows; when it comes to the joyful part, the students smile; when it comes to the sad part, the students burst into tears. The atmosphere created by teachers can touch the students' emotional and will areas, stir the students' emotional heartstrings, and arouse strong repercussions and cries in their inner world, and the students' emotions will naturally be in place.

Chinese classroom teaching must pursue practical results, that is, to implement the teaching of Chinese knowledge and the development of students' Chinese abilities. Taking reading teaching as an example, in the classroom, teachers must properly handle the relationship between plot content, teaching writing methods, analysis of text structure, and language understanding, elaboration, and application, and attach great importance to strengthening language training. In daily teaching, teachers are committed to cultivating students' innovative abilities, but they are inevitably biased.

For example, if students are asked to "diverge thinking" without the language and text of the text, these "divergences" are not based on knowledge and ability, and the purpose requirements are not clear, and often become empty talk about "the sky is vast and the sky is far away". The process of reading teaching is not only the process of students understanding the ideological content through language and characters under the guidance of teachers, but also the process of learning language and characters on the basis of understanding the ideological content. The realistic nature of Chinese classroom teaching reflects the basic characteristics and basic requirements of Chinese as a tool. Only by paying close attention to the classroom in a down-to-earth manner can students learn something, find the basic way to learn Chinese through practice and perception, and lay a solid foundation for students' all-round and lifelong development.

1. Highlight the humanistic nature

The humanistic connotation of Chinese courses is very rich, and its impact on a person’s spiritual field is far-reaching and extensive.

2. Strengthen practicality

Chinese is a highly practical course. Chinese teaching should focus on cultivating students' Chinese practical ability. The main way to cultivate this ability is Chinese practice. That is to say, learn to read from reading, learn to write from writing, learn oral communication from oral communication, and return the initiative of listening, speaking, reading and writing to students.

3. Reflect regularity

Chinese characters and Chinese language have their own rules. Correctly grasping these rules will help improve the efficiency of Chinese teaching on a large scale. For example: using Chinese characters’ pictophonetic, pictographic, ideographic and other characteristics to help students learn to read; using rules such as strokes, stroke order, radicals, and frame structures to guide students in writing; using the comprehensiveness, ambiguity, ambiguity and sensibility of the Chinese language. Strong characteristics to cultivate students' good sense of language. 7. A brief discussion on how to effectively teach classical Chinese

1. Clarify the purpose, communicate reasonably, and provide plenty of encouragement and guidance. The new syllabus requires junior high school students to "familiarly read and recite" some chapters and paragraphs of classical Chinese, and requires high school students to "read simple classical Chinese with the help of reference books." The regulations reflect the basic requirements for middle school classical Chinese. The scientific nature of the regulations is that junior high school is required to be a stage for accumulating perceptual materials. Through extensive reading and recitation, one can become familiar with the language phenomena of various classical Chinese texts, enrich knowledge of ancient Chinese, accumulate knowledge of vocabulary and sentence structure, and cultivate a sense of language. High school is in this stage. Through repeated practice based on a solid foundation, the ability to read simple classical Chinese will gradually develop.

2. The explanation and analysis must be accurate and concise, and the translation and sentence fragments must be in-depth and simple. The subjectivity requirements of students have not been placed in the forefront in the past, but are now being increasingly valued, advocated and cultivated. Therefore, in the future, in In the process of learning classical Chinese, we must pay full attention to students' independent learning requirements, focus on cultivating students' independent reading comprehension and application abilities, and break some of the undesirable factors of traditional teaching so that students can gradually become real learning subjects. For things that students can understand and have clear annotations, such as year numbers, place names, names of people, and some unique vocabulary, students can search and memorize or discuss them by themselves. If there are disputes and uncertainties, the teacher will provide guidance and troubleshooting. .

3. Guide students to learn how to summarize and accumulate is silver, to master the rules is gold, and to master everything is the Midas touch. It is of course a student's duty to be attentive and conscientious in class, interact with teachers, and listen and take notes diligently. However, diligence alone cannot accomplish the substantive task of learning. Especially when learning classical Chinese, students also need to be guided to draw inferences, summarize what they have learned, and master the rules. Finally reach the state and level of comprehensive understanding and independent learning. Summarizing and accumulating is silver, mastering the rules is gold, and mastering everything is turning stones into gold.