Classical Chinese teaching in the fifth grade of primary school

1. How do primary school students learn classical Chinese in grade five? 1. Cultivate children's interest and confidence in learning classical Chinese. Let children get in touch with some interesting and relatively easy classical Chinese stories, such as some vivid fables.

Second, we can combine extracurricular reading and composition, so that children can read more extracurricular books and accumulate and increase knowledge of literature and history. Because extensive knowledge of literature and history is very beneficial to learning and understanding classical Chinese.

Third, let the children see the original works of the four classic novels.

Fourth, read the original of Strange Tales from a Lonely Studio. Liaozhai is called the last masterpiece of China's classical novels. You can see that they are not very easy to understand.

Fifth, you can also read some classical Chinese translated novels by Lin Qinnan and others.

Sixth, look at some historical fragments such as historical records.

Seven, recite and learn ancient poems.

Eight, learn idioms. Most idioms come from ancient Chinese. Idioms contain almost all the sentence patterns and grammatical features of classical Chinese. Learning idioms not only accumulates a lot of good vocabulary, but also broadens our horizons and increases our knowledge. At the same time, learning a lot about classical Chinese will be of great help to learning classical Chinese in the future.

Nine, find the right reference books about classical Chinese learning, study properly, and don't be greedy.

2. The first lesson of the fifth grade Chinese, the first lesson of the fifth grade Chinese book, "Grassland" This time, I saw the grassland.

The sky there is more lovely than other places. The air is so fresh and the sky is so clear. I always want to sing a song to express my happiness. Under the sun, it is thousands of miles away, not endless.

There are mountains on all sides, the ground is green and the mountains are green. The sheep climbed the mountain for a while, and then came down again. Wherever they go, it's like embroidering big white flowers on the endless green carpet.

The lines of those hills are so soft, just like Chinese paintings are only rendered in green, and there is no need for ink lines to outline them. The green * * * flows everywhere and gently flows into the clouds. This state is both amazing and comfortable. I want to look around for a long time, sit down and sing a beautiful poem softly.

In this realm, even the steed and Daniel sometimes stand still, as if recalling the infinite fun of the grassland. We visited Chenbaerhu Banner.

The car walked 150 miles before reaching its destination. One hundred and fifty miles are grasslands.

Go 150 miles, or grassland. Driving on the grassland is very free and easy. As long as the direction is good, you can go anywhere.

When I first entered the grassland, I couldn't hear or see anything except some birds flying around. After walking for a long time, I saw a circuitous belt as bright as glass in the distance-river! There are many cattle and sheep, and they also see horses, and there is a faint whip.

Almost there, almost there. Suddenly, as if blown by a gust of wind, a group of horses appeared on the distant mountain. Men, women and children dressed in various colors immediately danced like rainbows.

This is the host welcoming the guests from afar dozens of miles away. When the master saw us, he immediately turned his horse's head, cheered and ran to lead the way in front of the car.

The quiet grassland became lively: cheers, cars and hooves rang together. The car followed the horse over the mountain and saw some yurts.

Outside the yurt, there are many horses and many cars. Many people came to see us by horse or car from dozens of miles away.

The master got off the horse and so did we. I don't know whose hand it is, but I always hold it warmly and hold it.

Our languages are different, but our hearts are the same. Shake hands and shake hands, laugh and laugh.

You say yours, I say mine. Generally speaking, it is national unity and mutual assistance. Somehow, I got into the yurt.

Pour milk tea, put milk tofu, and the host and guest sit cross-legged. Everyone is very polite, very enthusiastic and not at home at all. After a while, the hospitable host brought in a large plate of mutton.

The cadres toasted us, and the elderly in their 70s toasted us. We reciprocate, the host raises his glass, and we reciprocate.

At this time, Ewenki girls wore pointy hats and were a little shy in generosity, singing folk songs for the guests. Our fellow singers also sing very fast.

Singing seems louder and more touching than any other language. No matter what you sing, the listener will always show a knowing smile. After dinner, the boys performed horse riding and wrestling, and the girls performed folk dances.

The guests are dancing, singing and riding Mongolian horses. The sun has set, and no one will leave.

Yes! Why can't you bear to say goodbye to Mongolian and Chinese feelings?

3. How to strengthen the teaching of classical Chinese in primary schools —— Some thoughts on the teaching of "Youzi" (the fifth grade curriculum standard chapter selected some classical Chinese in primary schools, most of which were short and pithy, beautiful and refreshing.

However, for primary school students who are new to classical Chinese. The learning difficulty is still relatively large.

So why can students love learning, learn easily, form a relaxed and harmonious learning atmosphere, and receive effective teaching results? I think we should focus on "stimulating reading, realizing and expanding". I have learned the tenth lesson "The Son of Yang" this semester. Say these four words first.

First, "inspire" feelings and cultivate interest. Interest is the premise of seeking knowledge and the driving force to promote students' thirst for knowledge.

For beginners of classical Chinese, the focus of teaching should be on students' interests. Because I am unfamiliar with classical Chinese, I have a certain freshness and curiosity.

So we should abandon the fear of difficulties and have a strong thirst for knowledge. In the teaching process, I grasped the preview of the text, carefully arranged the preview requirements, put forward different requirements for students of different levels, and asked excellent students to study more deeply after completing the preview task.

Preview is a compulsory course for everyone, and the obstacles of new words and not understanding words can be cleared through preview. Understand the main idea of the article and put forward the difficult problems encountered in the preview.

My approach is: through preview, who can make clear the general content of the article, exchange comments in class and set awards. So the students are in high spirits. Through many activities, students have a strong interest in learning and want to show their skills. At the same time, I also let students perform freely according to the content of the text, give full play to students' imagination and acting skills, deepen their understanding of the content of the text, and achieve twice the result with half the effort.

Second, intensive reading of the text is self-evident. Zhu said: "When reading, the reader must read every word aloud, without mispronouncing or missing a word."

Don't read one more word, don't read one word backwards, don't force your back, as long as you read it several times, it will be catchy and unforgettable. "The new curriculum standard also clearly puts forward:" Have the ability to read independently, pay attention to emotional experience, accumulate effective and rich, and form good emotions. "

Therefore, classical Chinese teaching should focus on familiar reading and recitation, and students' association and imagination should be mobilized through recitation. Let students immerse themselves in the historical situation, go straight into the depths of the text, communicate face to face with the author, and have inspiration and resonance, so as to understand the text and life in a deeper level.

My methods are mainly through silent reading, listening reading, following reading, simultaneous reading, casual reading and familiar reading. Push me into the text, go deep into this article and feel the text. Here, I think the follow-up reading is very important, because classical Chinese is different from vernacular Chinese, and sentences cannot be short and pithy. Once you can't read well, you will break sentences, causing confusion and making jokes. So when I teach The Son of Yang, at first, and finally, the teacher will guide reading, and the students will follow. In this way, students will gradually deepen their understanding of the rhyme, rhythm, pause and meaning of classical Chinese in accurate and repeated reading.

Third, feel the connotation and feel the situation. Teaching is not a simple knowledge infusion, but a "torch" created by students through knowledge learning; It is not the teacher who asks questions blindly, but the students who ask questions actively; Instead of simply answering students' questions, let students take the initiative to explore and find the answers to the questions.

In the process of teaching, I boldly let students speak, study the notes in the article, and translate classical Chinese by students with the help of a word manual. When encountering difficulties, the teacher gave instructions, so the students were full of energy. Because there are many China words in classical Chinese, such as: Zhi, Qi, Yue Jun, Nai and so on.

It is difficult for students to understand at the moment, so I use vernacular Chinese to compare it, so that students can understand the subtlety of classical Chinese. Through teaching, most students can tell the main idea of the text, and some students are still creative. The youngest son is close to our life and is easy for students to understand. Fourth, expand ideas and achieve mastery through a comprehensive study.

The new curriculum standard arranges extended contents in each unit, which means that we should not only put forward requirements for the text in the teaching process, but also strengthen extended training on this basis, so that students can flexibly use what they have learned to solve practical difficulties in our study, spread their imagination wings and find deeper connotations of the text on the basis of mastering the knowledge of the text. For example, in the article "The Younger Son", his surname Yang was mentioned. What would you do if it were you? For example, if you were, how would you evaluate or treat Yang's children? In class, I asked these questions, and students with different views raised their hands in an endless stream, which not only stimulated students' imagination, but also deepened their understanding of the deeper meaning of the text, so that students could further understand Yang's language coping ability and extraordinary wisdom. In short, the teaching of classical Chinese in primary schools has just begun for me, and we still need to explore and find ways to really let students master the methods of classical Chinese and let them better understand and use classical Chinese.

4. The fifth grade Chinese text trust 1, contact the text to understand the related words. 2. Read the text with emotion. 3. Understand the content of the text and understand that people need trust, and the basis of trust is honesty. Teaching focuses on the difficulties: understanding the text, experiencing the joy of trust and being trusted, and thus understanding the meaning of trust. Teaching process: (1) Create scenarios to stimulate * * *. When we follow the footsteps of the spring breeze to the early summer, the pink peach blossom becomes a fragrant and attractive big peach. Every time on my way home, I can always see Cai standing by the roadside. What do you think of when you see this brand? (2) Read the text by yourself and feel the whole. 1. Teacher: I have as many problems as you. Do you want to know what's going on? Then let's go and find out! Open page 66 of the book, read paragraphs 2-6 freely, see how this interesting experience is different from our usual shopping, and mark it with your favorite symbols. 2. Teacher: Who will tell us the difference you found? 3. Teacher: What do you feel from these differences? (3) Research text, cooperative exploration 1. Let's walk into the fruit forest together and feel the happiness of trust and being trusted! Read the full text silently, see where the orchard owner can show his trust in the guests, draw the relevant words and phrases, and read them several times. Read the sentences you find to your friends and tell them how you feel. 2. Who wants to read the sentences you drew and tell them how you feel? (Students say) (Grasp the focus of the text to guide students to experience the emotions in the text, express their feelings, express their views, and reflect the students' dominant position. Students, the owner of the orchard trusts you so much. What's your mood? (Student) Where do you feel the author's happy mood from the text? Teacher: Let's walk into Taolin and experience the happiness of being trusted! Reading with the teacher, (Cai is Taolin) 5. Who wants to share your feelings with you? The students have been immersed in the joy of picking peaches by themselves. How pleasant it feels to be trusted. What other words make you feel this pleasure? (Students say) 7. What a special shopping experience, so that (Cai shows the last paragraph and watches it together) 8. Why have you walked so far and still can't help looking back for a long time? (4) Expand practice and enter life 1. Yes, we won the trust of the orchard owner. What do you want to say to the orchard owner? ② What do you want to say to all the customers who come to Taolin? (Cai) Choose the questions you are interested in and discuss them in the group! (5) Summary: What you said is good. It is trust that makes the friendship between friends deeper, the affection between relatives stronger and people get along more harmoniously. Let's be honest with those around us who trust us.

5. What is the focus of the first volume of the fifth grade Chinese textbook published by People's Education Press? (1) I can read 200 words and write 150 words. I can use a dictionary and have some independent literacy skills.

(2) Can write regular script with pen, with neat lines and a certain speed. I can write regular script with a brush and experience the beauty of Chinese characters.

(three) can read the text correctly, fluently and emotionally in Mandarin. (4) Silent reading has a certain speed and can grasp the main idea of the article.

(5) Being able to connect with the context and own accumulation, and experience the profound sentences in the text. (6) Try to figure out the narrative order of the article in reading, understand the author's thoughts and feelings, and initially understand the basic expression methods.

Reading explanatory articles can grasp the main points and understand the basic interpretation methods of the articles. (7) Learn to browse and collect information as needed.

(eight) to develop the habit of reading books and newspapers, and the total amount of extracurricular reading is not less than 250 thousand words. (9) Willing to participate in discussions and dare to express their opinions.

Learn some basic methods of debate and speech. (10) can write simple factual and imaginary compositions with concrete content and true feelings.

Be able to modify your own exercises and write neatly. (eleven) learn to write simple reading notes, learn to write a summary.

(twelve) in the comprehensive learning activities, can initially understand the methods of finding and using information. And can plan simple social activities and learn to write activity plans.

The first set of textbooks is arranged on the topic of "I love reading", and the selected texts are rich in content and diverse in forms, all of which are closely focused on reading. Stealing Reading vividly and meticulously depicts the psychology and fun of stealing reading, and expresses the love and desire for reading. The dialogue between Miao Miao and Da Shu, through the reading exchange between the little girl and the famous scholars of Peking University, gave us a beneficial feeling of reading. Traveling around the world with books tells us that it is very interesting to be with books and books. It is suggested that we should be good at reading, always reading and always being new, and never tire of reading, and we will gain something. Through the childhood experience of Ye Wenling, a famous writer, my book Heng Guo points out the relationship between absorption and talk in reading and writing.

Students have been studying since they can read, and this set of textbooks takes it as a special topic. The first purpose is to guide students to grasp the main content and understand the author's deep feelings for the book. Second, we should be able to combine the reality of study and life and learn some methods of reading and writing. More importantly, let students understand the meaning of reading, stimulate their interest in reading, and gradually develop the habit of reading, thus benefiting for life.

This is also the concrete practice of "let students read more books, read good books, read good books and read whole books" proposed in the curriculum standard. The second set of teaching materials is to let students experience the author's thoughts and feelings about his hometown through reading; Second, through comparative reading, let students know that homesickness is the same, but the ways and objects of homesickness vary from person to person, and the things that cause homesickness are also different, so as to realize that the author's feelings are expressed through some scenery or things; Third, through reading, guide the taste of language and enrich students' language accumulation.

Teaching this set of textbooks should guide students to fully read, experience with heart, accumulate beautiful language in the book and feel the beautiful feelings of the characters. The rest of the units look at the website.