古汉语的传统教法运用起来驾轻就熟,所以人们不愿摒弃。然而它使学生泥古不化、述而不作。我们根据成人理解力强而记忆力差的特点,对古汉语的旧教法实行大胆改革,其作法是“三变”。变授之以鱼为授之以渔由于古汉语知识浩繁,即使讲得再多,也不过是举例发凡而已,因此必须变单纯传授知识为教给学生治学方法,即“变授之以鱼为授之以渔”。给学生一把开启古汉语知识宝库的钥匙,使之终身受益。例如,一个名词是否活用作动词,除了根据上下文的意思判断外,还可以根据一个名词在句中的地位,以及它前后有哪些词类的词和它结合,构成什么样的句法关系等,来判断这个名词是否活用作动词。我们给学生总结出十种辨识方法:一、代词和名词充当宾语时,它前面的名词用作动词;二、状语后面的名词用作动词;三、名词前 The ancient Chinese traditional teaching method used to be familiar with, so people do not want to abandon. However, it makes students muddy, but not made. Based on the strong comprehension and poor memory of our adult people, we boldly reform the old teaching methods of ancient Chinese by “three changes.” Transformed to the fish as a guide to the fisheries Due to the vast knowledge of ancient Chinese, even if more stresses, it is only an example of hair, it must be purely imparting knowledge to teach students the method of teaching, namely “ To give it to the fishing. ” Give the student a key to unlocking the treasure trove of ancient Chinese knowledge and making it lifelong to benefit. For example, whether or not a noun is used as a verb can be judged according to the meaning of the context, according to the position of a noun in a sentence, and what terms are associated with it, and what kind of syntactic relationship is formed Whether this term is used as a verb. We give students a total of ten kinds of identification methods: First, pronouns and nouns act as objects, the noun in front of it as a verb; Second, the adverbial noun behind the verb; Third, before the noun