Two readings of classical Chinese

1. Two Reading Rhythms of Classical Chinese "Learning Games"

Qiu Yi knows this country well/is good at playing chess. Make Qiu Yi/teach/play chess, and one of them/concentrate, but/play Qiu Zhi/listen; A person/while listening, but preoccupied with/thinking that a swan is coming, thinking/helping him pay/shoot it. Although/learning from it, is he/yes/yes/yes/yes/yes/yes? Say:/no/but also.

An argument between two children.

A son said, "I will start at/day/near time and at/noon/far time."

A child leaves/goes far at the beginning of the day, in the course of the day/nearby.

A son said, "When the sun rises, it is as big as the hood of a car. At noon, it is like a bowl. Isn't this for/far is small/near is big? "

A son said, "It's cool when the sun rises, it's cool when it gets dark, and it's cool at noon, just like exploring soup. It's not hot when it's near, and it's not cold when it's far away? "

Confucius/can't decide/also.

Two children/said with a smile: "Who are you (rǔ)/ Duo Zhi (shú)?

2. Recitation and recording of two classical Chinese texts in the first lesson of the sixth grade Chinese textbook. Let's talk about learning games and playing autumn, Zhihu/who is good at playing games.

Do/play autumn/teach/play two people, one person/concentrate, but/play autumn for listening; A person/although/listening to it, with all his heart/thinking that there is a swan/coming, thinking/assisting the bow to pay/shoot it. Although/use/use learning, if enough.

What is right/its wisdom/what is wrong? Yue: No/but there are. "The second son of Confucius/eastward, see the second son/debate, ask its reason.

A son said, "I started from the day when I was near and the day when I was far away." A child leaves/goes far at the beginning of the day, and the day is near/near.

One son said, "When the sun rises, it is as big as the hood of a car, and/or at noon, it is like a bowl. Isn't this/the far is small/the near is big? " A son said, "The sun is rising, it's cool, and it's like exploring soup.". Is it not hot near/cold far away? " Confucius/can't/sure. The two children smiled and said, "Who are you/Zhihu!" .

3. The sixth grade book, the first lesson, two pronunciations of classical Chinese, six "Wei" appeared in the sixth grade book.

How to pronounce the word "for"? 1. Let Qiu Yi teach two people to play chess, one of them will concentrate, but only Qiu Yi will listen. The word "for" in the sentence reads wéi, an auxiliary word, which is meaningless. It is used to help prepositional objects in sentences and should be read.

In the Dictionary of Ancient Chinese (Commercial Press, 2000), this example of "Wei" is it. 2. Although a person listened, he thought (wéi) a swan was coming, so he tried to help him and filmed it.

The word "for" in the sentence is pronounced wéi because it is used in the word "think". 3. "The sun rises as big as a car cover and rises as a dish at noon. Isn't (wèi) far small and near big? " The word "Wei" in the sentence is pronounced wèi because it is interpreted as "Wei, Yes" in the annotation. 4. "It is cool at the beginning of the day, and the soup is explored in Japan and China. Isn't this (wèi) that the near is hot and the far is cool? " The reason for "Wei" in the sentence is the same as that in 3, because it is interpreted as "predicate and yes" in the annotation. 5. Is Wei (wéi) his wisdom? The two children smiled and said, "Who (wéi) is more powerful than Zhihu?" The word "Wei" in the sentence is pronounced wéi, which means "thinking".

Mr. Yu's "Translation of Classical Chinese Prose in Putonghua (Continued)" is annotated with "What is Wisdom?" The translation is "thinking".

The third meaning of "Wei" in the Dictionary of Common Words in Ancient Chinese is interpreted as "thinking, thinking". The word "Wei" in "Two Children Debate on Japan" is also annotated as "thought" in the second volume of the current junior middle school Chinese (People's Education Edition).

Cihai Dictionary: Micro ... ⑦ Means; Liezi Tang Wen thought to himself, "Who is Zhihu?" It clearly tells us here: "Read Wei Wei".

Notes on Classical Chinese Translation in Middle School (Beijing Publishing House, 1984, written by albino, etc. ): "Who is who? This is equivalent to who. " "Wei" means "Shuo", and some people think it is a general term for "Yu".

Who said that? "There is not a common word that' Wei' is a' prophecy', that is, there is no clear affirmation that' Wei' reads wèi.

At first glance, the word "Wei" seems to be pronounced as wéi or Wé i, but from its expression, editors tend to pronounce Wé i, which is interpreted as "thinking, thinking" and extended to "saying".

Since "Wei" and "Wei" both have the meaning of "thinking, thinking", they are not used as a general term for "Wei".

4. The recitation recording of two classical Chinese texts in the first lesson of the second volume of the sixth grade Chinese textbook tells us about this game.

Qiu Yi knows this country well/is good at playing chess. Do/play autumn/teach/play two people, one person/concentrate, but/play autumn for listening; A person/although/listening to it, with all his heart/thinking that there is a swan/coming, thinking/assisting the bow to pay/shoot it. Although/use/use learning, if enough. What is right/its wisdom/what is wrong? Yue: No/but there are. "

An argument between two children.

Confucius/Journey to the West, seeing two children/arguing, asked why.

A son said, "I started from the day when I was near and the day when I was far away."

A child leaves/goes far at the beginning of the day, and the day is near/near.

One son said, "When the sun rises, it is as big as the hood of a car, and/or at noon, it is like a bowl. Isn't this/the far is small/the near is big? "

A son said, "The sun is rising, it's cool, and it's like exploring soup.". Is it not hot near/cold far away? "

Confucius/can't/sure.

The two children smiled and said, "Who are you/Zhihu!"

5. OMELCO 1 OMELCO 1. Textbook interpretation 1. Introduction to the text.

The contents of these two classical Chinese texts are all ancient stories of China, and the content and truth are more suitable for students' cognitive level. The ancient ideas contained in these texts can give students positive guidance. Learning chess is selected from Mencius Gaozi.

The article first writes that Qiu Yi is the best chess player in China, and then writes that Qiu Yi teaches two people with different learning attitudes to play chess, and the learning effect is also very different. Finally, it is written that the learning results of these two people are different, not because of the great difference in intelligence. Through this incident, it shows that we should concentrate on our studies and not be half-hearted.

The Days of Two Children Arguing is selected from Liezi Tang Wen. Confucius and Lu Yu's two children are arguing. One thinks the sun is close to people in the morning, and the other thinks the sun is close to people at noon. Therefore, the two sides each hold one end and can't argue why. Even a learned man like Confucius can't decide. They are laughed at by two children.

The story shows that the two children are observant and reasonable, and Confucius' attitude of seeking truth from facts. The purpose of writing classical Chinese is to let students initially perceive the language characteristics of classical Chinese, understand the thoughts and feelings of the ancients, and lay the foundation for learning classical Chinese in junior high school.

In teaching, teachers should let students understand the general meaning of annotated words and sentences, understand the main content of the story, guide students to understand the truth in the text, and get some inspiration from it. Compared with modern Chinese, classical Chinese is quite different in terms of words and sentence patterns. Whether sentences can be broken correctly and read fluently is the first difficulty. It is necessary to guide students to read and recite as the focus of this course.

From the perspective of understanding the text, it is not difficult to understand what is written in the text and the truth contained in it. The difficulty lies in asking students to read the meaning of each sentence with reference to their notes. Only by understanding the meaning of a sentence can we correctly break words and sentences and read sentences smoothly.

Therefore, it is necessary to understand the meaning of each sentence as a teaching difficulty to break through. 2. Text analysis.

Understanding of (1) sentence. (1) This sentence is a sign that a person learns to play chess after writing it down. Although he seems to be listening to Qiu Yi's teaching, his mind is thinking about shooting swans with bows and arrows.

Contrastive narration makes the conclusion natural and convincing. (2) for its wisdom? That's not true.

This is the conclusion of the article "Learning Games", which summarizes the things mentioned in the article regardless of the evidence, but the argument has been included in the narrative. Grasp the previous sentence "if you learn from it, it is success", understand the truth of "if you succeed", and understand that the result of doing things wholeheartedly is completely different from that of doing things wholeheartedly.

In order to deepen the understanding of this sentence, students can talk about it in combination with their own lives in group cooperative learning. (3) I am close to people when the sun rises. This is a child's point of view when arguing. He made a judgment based on the changes in the size of the sun observed at different times.

(4) The warehouse is cool at the beginning, and it is like exploring soup at noon. This is another child's point of view in the debate, based on the hot and cold feeling of the sun shining on him at different times. (5) Who is your Zhihu? This is what two children said with a smile when they saw that Confucius could not rule-who said you were learned? This sentence is very rhetorical, showing the innocence and loveliness of two children.

3. Reference translation. Qiu Yi is a national chess player.

He taught two students to play chess, and one of them was so absorbed that he only listened to Qiu Yi. While listening to Qiu Yi's lecture, another student always thought there was a swan flying in the sky and wanted to shoot it down with a bow and arrow. Although they study together, the latter student doesn't study as well as the former one.

Is it because his intelligence is not as good as others? Say: it's not like this. One day, Confucius went to the East to study. When he saw two children arguing about something, he asked why.

A child said, "I think the sun is closer to people when it first comes out, and it is farther away at noon." Another child thinks that the sun is farther away from people when it first comes out and closer to people at noon.

A child said, "The sun was as big as a hood when it first came out, and it was like a plate at noon. Isn't that why it looks small from afar and big from near? " Another child said: "When the sun just came out, it felt very cold. At noon, it was like putting your hand into hot water. Isn't that why you feel hot near and cold far away? " Confucius could not judge what was going on. The two children smiled and said, "Who said you were learned?" Second, the teaching objectives 1. Can dredge the full text according to the after-class notes and understand the story content.

2. Read the text correctly, fluently and emotionally. Recite the text.

3. Understand the key words and the truth in the article. 4. Feel the characteristics of classical Chinese and stimulate the interest in learning classical Chinese.

Iii. Teaching suggestions 1. Before class, students can be instructed to consult relevant books or find information on the Internet, and teachers can also provide some relevant information to give students a preliminary understanding of Confucius and Mencius' life. 2. It is inappropriate to guide primary school students to learn classical Chinese and explain translation word by word, not to mention the knowledge of classical Chinese.

Key words and phrases should be understood by students with reference to their notes, trying to understand the general meaning of each sentence by themselves. When they encounter difficulties, teachers should help them. For example, the meaning of "go" in "I want to be close to people when the sky begins to rise" in "Two Children Debate Day" is different from the modern common meaning.

There are also words such as "Who", "Hu" and "Ru", which rarely appear in modern texts, which appear many times in the texts. Such words should be understood by students. There are three steps to solve this difficulty: first, after reading the text, students can initially understand the meaning of words and sentences according to their notes.

For what students don't understand, teachers can give guidance to let students understand the context. Second, retell and understand the story.

Third, tell these two stories in your own words. 3. When primary school students are exposed to classical Chinese, teachers should establish the concept of "reading aloud first".

The following steps can be taken to guide students to read aloud: first, teachers should make a model of the text and read it vividly and smoothly, thus infecting students and stimulating reading interest. Second, guide students to read fluently.

To guide the reading methods of classical Chinese: first, we should slow down the reading speed, second, we should pause appropriately, and third, we should read the tones of different sentences. For example, the correct pause of "thinking with a bow" in Learning Chess is "thinking with a bow"; "Why is it wise?" .

6. What are the pronunciations of the two classical Chinese games? 1. is [wéi]2. It's [wèi].

For [wéi]

Do, do, do: ~ people. ~ time. ~ difficult. Don't go too far.

Act as, admit as: take ~. Recognize ~. Learn from it ~ often.

Become: become ~.

Yes: twelve ounces to a catty.

Governance, handling: ~ politics.

Yes: ~ the world laughs.

Emphasize: big ~ annoying.

Auxiliary words, expressing backchat or exclamation: how can I get home before the enemy is destroyed?

Last name.

For [wèi]

Dedication: ~ plead for the people. ~ the tiger is sick. ~ the country is dead.

Table purpose: ~. ~ him.

Yes, it should be: not humane.

Help, defense.

7. In the second volume of the sixth grade, classical Chinese is divided into two rhythms. The original "learning game" is: knowing the country also plays Qiu, knowing the country/being good at playing/also. Make Qiu Yi/teach/two people/play, one person/concentrate, but/play Qiu Zhi/listen; A person/while listening, but preoccupied with/thinking that a swan is coming, thinking/helping him pay/shoot it. Although/learning from it, is he/yes/yes/yes/yes/yes/yes? Say:/No/However. The two children argued endlessly about this day. One said, "I will start when the day is near and when the people are far away." One said, "It's as big as a hood at the beginning of the day, and as big as a plate at the middle of the day." A son said, "It's cool when the sun rises, it's cool when it gets dark, and it's cool at noon, just like exploring soup. It's not hot when it's near, and it's not cold when it's far away? " Confucius/can't decide/also. Two children/said with a smile: "Who (shú) is more than you (know)?" .