(1) Pay attention to preview and cultivate ability. As the old saying goes: "If you plan ahead, you will be established. If you plan ahead, you will be ruined." To improve the teaching quality of classical Chinese, we must attach importance to students' preview before class. Pay attention to preview, and the teacher should explicitly ask one or two preview questions before each class. And from the beginning, students are required to preview: read the text by themselves to achieve a coherent level and have an overall impression of the text; Annotate words, phrases, sentences and paragraphs that you don't understand during reading, so that you can answer them in class; According to the text notes, consult reference books and materials and try to answer questions; Record your findings for discussion in class. A preliminary understanding of the background of the work and the author's life; Think according to preview tips and after-class exercises. At the same time, mobilize students to use the Internet to collect relevant information and break the limitations of textbooks. After careful preparation, students often ask complicated and difficult questions. To solve these problems, we need to think carefully, discuss deeply, discover and discuss problems constantly, and students' autonomous learning ability will naturally improve. This can not only make students question, but also teach them methods, which not only mobilizes their initiative to participate, but also cultivates their habit and ability of independent learning, independent thinking and innovative thinking, and the spirit and courage of seeking truth, thus greatly improving the efficiency of classroom teaching. It should be noted that teachers should always check the preview situation, and teachers should always know the students' mastery and solution of new knowledge and new problems, and must never let themselves go. (2) Ingeniously introducing to stimulate interest "Curriculum Standards" points out: "Chinese teaching should stimulate students' interest. "A good lead is like a magnet, which can attract students' attention, fascinate students, activate students' interest in learning, ignite students' smart thinking sparks, and make them have internal drive and centripetal force for the learning content they don't pay much attention to. The ancients said that "it is better to teach people to fish than to teach people to fish", which can be translated into "it is better to teach people to fish than to teach people to fish" because interest is the best teacher. Clever lead-in can firmly attract students' attention, stimulate their interest in learning, eliminate their fear of learning difficulties in classical Chinese, and enable them to devote themselves enthusiastically to learning classical Chinese. Let the introduction of each classical Chinese lesson conform to the principles of simplicity, diversity and interest mobilization, and play the role of "one stone stirs up a thousand waves". The introduction is designed in different ways according to different texts: 1, starting with related idioms. For example, Learning from the Peach Blossom Garden was introduced from the explanation of the idiom "Xanadu"; Learn six items from the Analects of Confucius, and introduce them from the explanations of the idioms "review the past and learn the new", "be eager to learn and seek knowledge", "be not ashamed to ask questions", "never tire of learning", "never tire of teaching" and "three people must have a teacher". Learning the second chapter of Mencius is introduced from the explanations of the idioms "Help with the Tao" and "Help with the Tao". Learning Yueyang Tower can be introduced by explaining the idiom "first worry about the world and enjoy it"; Learning Zuiweng Pavilion can be introduced by explaining the idiom "Zuiweng means not wine". Learning Yugong Yishan can be introduced by explaining the idiom "Yugong Yishan"; "Cao Gui Debate" can be introduced by the idiom "muster" ... This well-known idiom introduction method is conducive to strengthening students' understanding and mastery of related idioms, enriching students' vocabulary and deepening students' understanding of the text content. 2. Cut in by revisiting old knowledge. The lead of "Looking at the Lake Pavilion Snow" is: "West Lake is a famous scenic spot, and we have learned many poems describing it. Students, think about what you can remember. Students can say a few words, such as "Gushan Temple in the northwest of Jiating has a flat water surface and low cloud feet", "The West Lake is lighter than the West Lake", "After all, the scenery of the West Lake is different from the four seasons in June", and so on. The teacher went on to say, "We all appreciate the beautiful scenery of the West Lake in spring and summer, so what is it like in winter?" Let's take a look at the description in Zhang Dai's Looking at the Lake Pavilion Snow. 3. With the introduction of famous sayings and poems, the lead of the Three Gorges is: "Let's recite Li Bai's" Early Making Baidicheng ". Who can tell what "Jiangling" means and where "Chung Shan Man" means? " This leads to the beautiful 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 the lead, which can be designed according to your own teaching needs, but one thing is clear, which is to improve students' interest in learning classical Chinese and eliminate students' fear of learning classical Chinese. (3) Read a book a hundred times and know its meaning. The ancients said, "Read it a hundred times and know its meaning." "Curriculum Standard" points out: "In teaching, we should pay special attention to cultivating a good sense of language and overall grasping ability." In the teaching of classical Chinese, teachers should attach importance to students' reading. It can be said that we put the word "reading" in the first place. There are various reading methods, such as individual reading, group reading, role reading and so on. When reading aloud, we should also pay attention to the pause, the change of tone and intonation, the handling of light and heavy sounds, and the arrangement of speed and speed, so as to achieve the realm of cadence and emotion. All these need timely guidance and demonstration in the process of reading aloud. Spending more time on reading helps to understand the text. Because there are many new words in classical Chinese, the pronunciation of individual words is not the same as that in common use today, and the pause of some sentences is not easy to determine. It is difficult to guarantee that students will not make mistakes after listening to the recording or reading the teacher's model essay. As long as the teacher doesn't make mistakes when reading, under normal circumstances, students read it two or three times and then read it by themselves, and the effect is good. Some teachers think reading to junior high school students is too naive. We feel that as long as the method is effective, we don't care whether it is "low-level". Some teachers worry that reading may affect students' individual emotions, which is unnecessary, because reading helps students grasp the emotional tone of the article, because reading the text must be based on correctly grasping the emotional tone of the article. Through repeated reading and understanding the main idea of the article, you can further taste the article and understand the main idea. (4) We must face the fact that it takes great efforts to attach importance to lexicology and dredge words in classical Chinese. If the teacher still teaches word by word and the students recite word by word, of course, the situation of death will appear again; If you throw all the word solutions to students, it is undoubtedly self-deception to think that students can finish it by themselves. It is necessary to speak, but the problem is how to speak. Many teachers have given appropriate methods, that is, to grasp the key and practice seriously. At present, there is a view that the teaching of classical Chinese eight-character classics should be cancelled because some words are vague. We don't think we should study classical Chinese vaguely because of the fuzziness of some words. Indeed, "I have been there, Yangliuyiyi; Let me think about it now. If translating into modern Chinese will ruin the poetic beauty, then we don't have to translate, but you must let the students understand the usage of "one, four". Not translating does not affect the understanding of the whole sentence, but it should still be implemented in words. We ask students to do a preview first, clear the obstacles of words, be precise and concise in class, and lay a solid foundation. There is a problem of cultivating the habit of accumulation. Only by systematically accumulating content words, function words and their polysemy, ancient and modern different meanings and special sentence patterns in classical Chinese, can students link, classify, compare and transfer what they have learned, achieve the quantitative effect of "piling up mountains into seas" and have the ability to draw inferences from others. The key words, phrases and sentences in each classical Chinese 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 "people who live in the temple will worry about you", the preposition object "Who are we going to belong to", "Why are we poor", and the flexible use of words such as "the monarch is sad" and "the guest is the father", which should be explained clearly to students, and the special usage of classical Chinese should not be ignored because the grammar is diluted. Only by mastering a certain number of notional words, function words and some special sentence features in classical Chinese can we read the simple and easy-to-learn classical Chinese independently. Generally speaking, the meaning of notional words is relatively simple, such as "walking" means "running", "writing" means "common people" and "offering sacrifices to pigs, cows and sheep". The meanings of function words are complicated, such as seven usages of "zhi" and six meanings of the conjunction "er". As long as you are familiar with the meaning of usage, it will be much easier to judge and analyze words according to the language environment. 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 with great differences in meaning between ancient and modern times and words with more usage. For sentences that are difficult to understand, you must remember the key words repeatedly in order to master them. Dredge the meaning of the text, and take the method of letting students move their notes in teaching, that is, selectively copy the notes to the bottom or side of the annotation words in the text, which can often receive unexpected results. Copying it by students is much more impressive than just reading it, which is helpful for memory. The notes of the new words are at the bottom of the article, and students will see them as long as they read the text, thus fully mobilizing their unintentional attention and memory. Finally, word learning can not ignore the consolidation link. After class, you should organize and summarize in time through cards, charts and other means, and do some exercises in a certain period of time. Among them, let them try to do extracurricular reading, choose short, interesting and philosophical classical Chinese for training, or compare and read articles related to the text or written by the same author, or with similar contents or writing methods, so as to cultivate students' transfer ability and apply what they have learned. (5) Promote understanding and deepen taste. It is clearly pointed out in the new curriculum standard that "reading is students' personalized behavior, and teachers' analysis should not replace students' reading practice". It is emphasized that reading teaching "should cherish students' unique feelings, experiences and understanding". We all know that students should be given time to feel, experience and understand, so that students can imagine, experience, taste and chew in reading. Then, teachers must help students form a sense at this time, because the cultivation of language sense is the focus and destination of Chinese humanities. In the teaching of classical Chinese, what matters is not whether the students have mastered the teacher's analysis of a text, but how the students feel and understand, and what progress and improvement they have made under the inspiration of the teacher. Reading can not only stay at the shallow level of word understanding, but also regard classical Chinese as a kind of culture and literature. The analysis link is consistent with the teaching concept embodied in modern text analysis, and adopts the teaching method of students' autonomy, cooperation, discussion and inquiry under the guidance of teachers, so I won't repeat it here. In addition, ancient Chinese teaching should also pay attention to help students understand from the following aspects. 1. In view of historical reasons, teachers should appropriately add some contents, such as related historical anecdotes, laws and regulations, customs and habits, etc. Through the analysis of "Night Tour in Chengtian Temple" and "Water Melody", students can understand Su Shi's personality, mentality, ambition and life experience. 2. Strengthen the connection with reality, let students feel that people and things in ancient Chinese are "far away, close at hand", stimulate emotions and pay attention to experience. Another example is "Hope in Spring". You can use your imagination to experience the feelings of ordinary people in wars such as War of Resistance against Japanese Aggression and Libya. 3. Instruct students to feel the author's emotion, and then interpret the text. For example, Night Tour in Chengtian Temple conveys the author's subtle and complicated state of mind, which can guide students to grasp the sigh of the characters' language "but few idle people are like my ears" and experience the taste of "leisure"-the sadness of relegation, the feeling of life, the joy of enjoying the moon and the leisure of walking. Seeing the snow in the lake pavilion is different from the elegance of secular literati. Starting with the behavior of the characters, Zhang Dai's behavior is different from that of ordinary people. What kind of mood does he show? (6) Guide reciting and improve literacy "boasting of poetry and books". Reciting more famous classical Chinese articles is very helpful to cultivate students' sense of classical Chinese language and accumulate classical Chinese vocabulary. It should be noted that recitation is not rote memorization, but technical recitation. According to the requirements of the new curriculum, it is difficult for many students to recite 80 poems in junior high school. They are afraid to recite ancient Chinese. The main reason may be that reciting is often regarded as an after-class exercise, which leads to students' boredom. Although students also recite, the purpose is to cope with the exam, and because it is a means of reciting, the memory is of course difficult to last. In this regard, we can introduce the reading experience, feelings and methods of celebrities. We advocate following the natural law of familiar reading and reciting, and adding our own understanding and sentiment to familiar reading, so that what is written can be kept in our minds for a long time and can be easily used when needed. Recommend some memory methods to students, such as: the order of "Three Gorges" from summer water to spring, summer, winter solstice and early sunny frost; The method of breaking the whole into parts, that is, connecting sentences into paragraphs and connecting paragraphs into articles, is suitable for long articles, such as Zuiweng Pavilion. In short, under the guidance of the new curriculum concept, classical Chinese teaching should constantly improve the strategies of classical Chinese teaching, constantly change students' learning methods, fully mobilize students' learning enthusiasm, and work hard to preview, dredge the meaning, understand and recite, so as to really get out of the predicament and continuously improve the teaching effect of classical Chinese.