How to improve students ability to read classical Chinese

It can make students feel the story.

Classical Chinese is the knowledge we all have to learn when we go to school, and it is the excellent traditional culture of our country.

1. If you want to improve your classical Chinese reading ability, first of all, you need to master enough ancient words and sentences and understand their meanings, which can help us better understand the meaning of classical Chinese.

3. For some more remote classical Chinese words and sentences, we need to consult teachers or other stupid students in time, so that we can learn classical Chinese more effectively.

4. In addition, we can also read more books that annotate classical Chinese and modern literature at the same time, which can make our understanding of classical Chinese more simple and intuitive.

5. If we want to improve our reading level in classical Chinese, we can also try to write an article in classical Chinese by ourselves, which can also help us understand the structure of classical Chinese and the use of words.

6. If we want to improve our classical Chinese ability, we also need to read more books about history, which can help us better understand the background of classical Chinese.

Due to the influence of traditional teaching concepts, many teachers pay too much attention to the transfer of knowledge, the study of teaching methods, and the processing of teaching materials in the process of mathematics teaching, rather than studying the learning process of students. Ignoring students' subjectivity and individual differences, students are completely in a state of passive acceptance. As a result, students' interest in learning mathematics is ignored and their initiative is suppressed, which inhibits the cultivation of students' subsequent learning ability to a considerable extent.

The teaching of junior high school mathematics should not only consider its own characteristics and laws, but also follow the psychological laws of students' learning mathematics. 1. Strengthen Awareness First of all, teachers should change their concepts and change from "commanders" to "guides." Let students release their independent learning ability and consciousness to the greatest extent, let the classroom "live", let students "move", use hands, mouth, and brain at the same time, and know the mind in parallel, so that the ability of independent learning can be developed to the greatest extent.

Secondly, teachers should be good at using a variety of interesting and popular means and methods to stimulate students' motivation, arouse students' curiosity, strengthen students' awareness of independent learning, and gradually realize the transformation from "I want to learn" to "I want to learn". 2. Guiding self-learning The teaching process is a harmonious and unified process of teacher-led and student-led roles, and the best results can only be achieved by giving full play to the enthusiasm of both parties. Teachers must change the malaise of emphasizing "teaching" over "learning" in the past.

Let students consciously and actively participate in the whole process of teaching activities. First, the teacher carefully designs, introduces the new lesson, and then presents the self-study syllabus, guiding the students to study the textbook on their own and find the answers to the syllabus. Self-study allows students to discuss difficult issues.

At the same time, teachers actively tour and guide, teach students according to their aptitude, and help poor students so that they will not be left behind. In this way, students' enthusiasm for learning will be fully mobilized, and the atmosphere of discussing problems will be lively, which will fully reflect students' autonomy and subjective ability in learning. 3. Teachers' Allocation While emphasizing the main role of students, we cannot ignore the leading role and allocation role of teachers.

In the whole pedagogical activity, the teacher should really put the finishing touch. Teachers mainly point out the difficult problems encountered by students in self-study; Assign the key points and keys in the teaching materials; Click on the ideas and methods of solving typical example problems. In this way, the whole teaching activity can be targeted and focused.

Fourth, variant training Variant is innovation. Variable training should grasp the main line of thinking training, appropriately change the problem situation or change the thinking angle, cultivate the adaptability of the students, and guide students to seek solutions to problems from different ways. Through asking more questions, thinking more, using more, and identifying mistakes, etc., students are stimulated to think actively and originally.

The training includes training that consolidates the basic training learned and improves the student's ability. Particular attention is paid to the textbook questions. The "modification" or extension of the exercises, and pay attention to the training of multiple solutions to one problem, or multiple solutions to one problem.

Or let students make up their own questions to cultivate students' creativity.