Research On The Application Of Close Reading In Classical Chinese Teaching In Junior Middle School

With the deepening of the new curriculum reform and the development of the times,people pay more and more attention to the study of classical Chinese,but the effect of classical Chinese teaching has not been satisfactory.Teachers' ability to interpret classical Chinese texts is low,and they lack effective teaching means and methods in teaching;students' lack of interest in learning classical Chinese,and it is difficult to integrate their own experience in learning;their understanding of classical Chinese is only limited to the translation level of words,and they fail to internalize the knowledge of classical Chinese from the cognitive level,and they lack a deep grasp of the text content It's a matter of time.In view of the current situation of classical Chinese teaching,the application of text close reading in classical Chinese teaching can improve the current teaching problems to a certain extent.Text close reading emphasizes the excavation of the deep connotation of the text,which has a solid theoretical foundation and strong practical methods.It can effectively improve teachers' ability of text interpretation,and provide certain operating methods for teachers' teaching,which can improve the phenomenon of classical Chinese teaching floating on the surface to a certain extent.The paper consists of five parts.The introduction part mainly explains the origin,significance of the topic,the current situation and the methods adopted by the research.The first chapter mainly defines the three core concepts of text reading,classical Chinese and classical Chinese teaching,analyzes the characteristics of classical Chinese,expounds the basis of using text in classical Chinese teaching from both theoretical and practical aspects,and analyzes the significance of text intensive reading in classical Chinese teaching.The second chapter investigates the teachers and students in the front line through two questionnaires designed to understand the understanding of the detailed reading of the text and the application of text intensive reading in the teaching of classical Chinese.It is found that both teachers and students agree that text reading plays an active role in the teaching of classical Chinese.However,in the actual teaching,teachers and students lack the method of using text reading,There are some problems such as ignoring language mining,lack of student experience,boring explanation,ignoring text contradiction and insufficient utilization of curriculum resources.In the third chapter,according to the problems analyzed in the second chapter,it puts forward the strategies of applying close reading to classical Chinese teaching from four aspects: Tasting language,activating students' experience,restoring contradictions and intertextual resonance.First of all,the language of classical Chinese has strong generality and rich meaning.To understand the rich implication of classical Chinese,we must firmly grasp the medium of language.In order to truly interpret classical Chinese,we must start with language.When teachers lead students to learn classical Chinese,they should lead students to taste and chant language in various ways.The teacher can guide the students to internalize the language symbols in their heart and truly enter the classical Chinese teaching by taking the key words from point to area,paying attention to the specific meaning of the classical Chinese language in the specific context,feeling the expression effect and significance of the special words in the text through "adding" and "deleting" comparative reading,and feeling the connection of the classical Chinese feeling through shallow and deep multi-level reading The world.Secondly,there is a large distance between classical Chinese and students.When learning classical Chinese,teachers should restore the situation appropriately for students,guide students to enter the country,and then realize the transfer of emotion,so as to resonate in multiple dialogues.Teachers can create situations similar to the content of the text for students in the form of language,text and pictures,so as to wake up students' feelings,make students really attracted by the content of the article,trigger the switch that students want to explore,guide students to actively respond to the call of the text,generate personalized article meaning in the interactive thinking of teachers,students and students,mobilize students' body and senses,and realize the goal of students' exploration The dialogue with the text will produce profound resonance and turn the text world into the self world.Thirdly,the author uses language as a medium to express some emotion or reason,and his language is emotional language that has been dealt with by the author,which often conflicts with real life.Teachers should guide students to find the potential contradictions in the text,find the emotional natural things in the text,restore the contradictions and reconstruct the imagination,aftertaste the paradox,and creatively construct the deep meaning of the text.Finally,teachers can guide students to contact other texts nested in the text,texts with the same theme as the text,texts with the same author,contact exercises after class,grasp the key points of close reading,and explore the cultural connotation of the text in a greater literary magnetic field through intertextual resonance under the care of multiple texts.The fourth chapter discusses the Enlightenment of classical Chinese teaching from the close reading of the text.First of all,close reading is the close reading of the text,which must be based on the text and can not be separated from the text;second,close reading should grasp the degree of close reading,achieve the maximum learning effect in the limited time,and read the key points rather than everything;third,close reading should integrate students' real life experience and experience,so that students can bring themselves into the text,so as to improve the quality of the text This symbol is transformed into students' own cognitive understanding to avoid empty and boring explanation;finally,students' close reading experience should be guided by teachers' close reading,so teachers should do a good job of close reading in the stage of lesson preparation,and then guide students' close reading in class to lead students to realize the charm of classical Chinese step by step.