1. Can primary school students learn classical Chinese? It is best to choose some short, interesting and classic children's ancient books, which are easy to understand and catchy to read, and are accompanied by illustrations, which are suitable for enlightenment reading.

Be sure to choose teaching materials suitable for children. In primary school, it is most important to cultivate interest and develop the habit of reading ancient Chinese.

I bought it for my child before (listening to and practicing small ancient prose), and he didn't like it very much. Later, the class teacher recommended it (200 classes of ancient Chinese for primary school students), and the effect was very good, covering all classic ancient Chinese, poems and interesting illustrations. Illustrative forms can help children understand and strengthen their memories, and children really like to watch them.

After each class, there are small columns such as reading and thinking, which can make children easily get classical Chinese enlightenment and help them accumulate literary materials.

2. The disadvantages of learning classical Chinese are concrete. 1. What are the requirements for classical Chinese teaching in middle schools? Regardless of the distance, there are many different formulations after liberation: (1) "Cultivating the ability to read classical Chinese reference books" (editor's note of "Chinese Textbook for Senior High School" compiled by the Editorial Bureau of the General Administration of Publishing1950); (2) Cultivating Students' Preliminary Ability to Read China's Classical Literary Works (1956 Literature Teaching Syllabus for Ordinary Senior High Schools and Instructions formulated by Chinese People and the Ministry of Education); (3) Cultivating Students' Ability to Read Simple Classical Chinese (196 1 Notes on Chinese Textbooks for Ten-year Middle Schools edited and published by People's Education Press); (4) "Ability to read classical Chinese" (1963 China people * * and "Full-time Chinese Teaching Syllabus for Middle Schools" and "Notes" formulated by the Ministry of Education); (5) Reading Ability of Simple Classical Chinese (1990 Chinese Teaching Syllabus for Full-time Middle Schools and Instructions formulated by the State Education Commission of the People's Republic of China).

Why change it again and again? Mainly because the expression is not clear. Is that clear now? I'm afraid not.

Excuse me: what is "simple classical Chinese"? What is the difference between it and "simple classical Chinese" and "ordinary classical Chinese"? What is "being able to read simple classical Chinese"? What's the difference between it and "initial ability to read classical Chinese reference books" and "initial ability to read classical Chinese"? Moreover, does the so-called "reading ability" here mainly refer to reading ability, understanding ability or appreciation ability? Or both? This series of questions is not clear from that sentence in the outline. There is no relevant explanation in the textbook.

The majority of teachers should teach according to their personal understanding, and the result is that everyone has his own interests and goes his own way. Some talk about writing skills and equate classical Chinese teaching with modern Chinese teaching; Some engage in literary analysis and equate classical Chinese teaching with classical literature teaching; Some talk about grammar knowledge and equate classical Chinese teaching with ancient Chinese teaching, and so on.

These practices deviate from the goal of classical Chinese teaching in middle schools to varying degrees, which is not conducive to cultivating students' reading ability in classical Chinese. Teaching requirements are the basis for determining teaching content and teaching methods, and also the standard for checking teaching quality and measuring teaching level.

If the teaching requirements are not clear and specific, the whole teaching work will lose its scientific criterion and fall into great blindness. Therefore, in order to do a good job in classical Chinese teaching in middle schools, we must stipulate the teaching requirements accurately and concretely according to its nature and characteristics, so that classical Chinese teaching has both correct guiding ideology and clear goals.

In order to understand the history of compiling classical Chinese textbooks in middle schools, we have looked through ten sets of middle school Chinese textbooks (five sets before liberation and five sets after liberation) which have great influence in various periods since the Republic of China, and made necessary statistics and comparisons. These ten sets of textbooks all propose to cultivate students' reading ability in classical Chinese, but the number of selected texts is very different.

For example, 709 1 was selected from the five sets of textbooks before liberation (middle school Chinese textbook edited by Wu Zengqi, 1908 edition). At least, there are 332 articles (Fu Donghua's Reviving Junior Middle School Chinese 1933 Edition).

For the five sets of textbooks after liberation, choose 154 (junior and senior high school Chinese textbooks compiled by the Language Department of People's Education Society, version 1963). At least, there are only 36 articles (Senior High School Chinese Textbook compiled by the Editorial Bureau of People's Republic of China (PRC) Central Publishing General Administration (version 1950).

It can be seen that the number of selected articles is as high as ten or twenty times. How many classical Chinese do you need to read? If 36 articles are enough, isn't it a waste of precious time to choose one or two hundred, three or four hundred, or even six or seven hundred articles? On the other hand, if you need to read 1200, 3,400 or even 6,700 articles, then only choose 36 articles. Is this not a joke? Over the past 30 years since the founding of the People's Republic of China, there have been a lot of classical Chinese textbooks, and sometimes there are no "numbers" here, except for the interference of the leftist line.

In other words, neither the editor nor the teacher knows how much classical Chinese should be learned to effectively cultivate the reading ability of classical Chinese. Without a clear concept of quantity, how can we do well in teaching? There seems to be a "quantitative concept".

That's a popular saying for many years, called "the ratio of literacy rate to literacy rate". That is to say, classical Chinese accounts for dozens of the total number of articles, and vernacular Chinese accounts for dozens of the total number of articles.

In fact, this is still a vague concept. For example, classical Chinese accounts for 20% or 30%. How many articles are there? I don't know

It depends on the total number of texts. If the total number of articles is 500, 20% is 100 and 30% is 150.

If the total number of articles is 100, then 20% have only 20 articles and 30% have only 30 articles. In fact, the total number of Chinese textbooks is constantly changing.

Take several sets of textbooks after liberation as an example, the most selected ones are more than 300, and the least ones are only 100. In this case, the proportion of classical Chinese can be the same, but the actual number of selected texts is two or three times different.

It can be seen that the so-called "ratio of literacy rate to literacy rate" can not be defined exactly, nor is it a scientific calculation method. So, is there a ratio between literacy and illiteracy? Of course there is.

Because Chinese classes spend most of their time learning vernacular Chinese, they spend less time learning classical Chinese. The time required for writing and writing should be proportional, which can be calculated by class hours.

For example, the teaching hours of classical Chinese should account for dozens of percent of the total class hours of Chinese classes; The ratio between it and the teaching hours of vernacular Chinese should be 28, 37 or 46, and so on. Because the total class hours are basically stable, it is more reliable and scientific to determine the ratio of literacy rate to literacy rate in this way.

In addition, in order for students to master classical Chinese, at least they should be familiar with how many articles there are in classical Chinese (including the number of articles or words) and how many common words (including notional words and function words) they need to master, which is very important for the compilation and teaching of teaching materials. However, these problems still lack a "number" that can be recognized by everyone. To improve the quality and efficiency of classical Chinese teaching, it is necessary to realize the scientificity of classical Chinese teaching, and "countless minds" is a big obstacle to realize the scientificity.

Third, "Wen" and "Bai" are mixed, and the order between classical Chinese and vernacular Chinese is unclear.

3. What should I learn and how to learn Chinese in the first and second grades of primary school? First of all, the content of Chinese teaching in the first grade of primary school is to give up the foundation.

Let's have a look, yes! You should study like this. In fact, this is completely wrong. There is nothing wrong with the method itself, just repeating the same mistakes.

The most important thing for primary school students, especially the first and second grades of primary school, is to cultivate a good habit of reading a lot (extensive reading), constantly read and know words, and learn how to use them in various contexts.

When it comes to reading, you have to talk about literacy.

Shanghai has extended the literacy of primary schools in 2000 from two years to three years, which is euphemistically called reducing the burden.

I think what should be reduced is the study time of pinyin and the proportion of pinyin scores in the exam.

We should focus on improving reading and writing ability and vocabulary application, rather than writing a lot.

A lot of writing and pinyin learning take up thinking time, picking up sesame seeds and losing watermelon.

At the same time, it also delays the time for children to fully understand the world and limits the space for thinking development.

It is particularly important to note that the development of hand muscles and language ability of boys in grade one is later than that of girls.

These two aspects are exactly what the first-grade teacher emphasized. Without early education,

It is inevitable that most boys are poor in writing and language ability.