在文化传承、文化战略需要的大背景之下，在初中开展国学经典诵读是文化传承与理解的需求，是立德树人的时代召唤，是开启智慧、培养“天才”的真实方法，是语文教学“事半功倍”的方法。

笔者长期致力于国学经典诵读实践，意在通过带领学生诵读国学经典，了解中国传统文化中古人精辟的人生观、世界观和方法论。熟读国学经典，会使学生从中获益，不仅提升了自我复古典雅的语言表达能力，更熟悉文言文的遣词造句，提升了语文学科核心素养，还能够以经典文化中的诸多精辟观点为参照，从一个全新的角度去学习语文课本，去看待当代社会生活，塑造正确三观。此外，经典诵读可以让学生用亲身受益体会推翻外行人“语文无用论”的偏见，为“语文”的文化社会功用立名。

本文将从绪论、教学实践、实践效果、反思与改进四个方面进行叙述。本人借鉴前辈们的教学理论和优秀教学实践研究，构建了一套相对完整、实践性极强的初中语文国学经典诵读课程。课程以《论语》《孟子》《大学》《老子》《诗经（选读）》《唐诗宋词（选读）》为主要教学内容，分阶段，有目的，有梯度，有深度地进行教学实践。笔者选取一个学期开展为期一月的经典诵读月活动的方案。课堂上主要采用的方法有：“百回素读法”“节奏诵读法”“诗词吟诵法”。课堂外，辅以丰富多彩的教学活动来进行教学实践。最终通过相对客观的方式来进行反馈。课程的开展取得了一定成效，尤其是在立德树人方面和语文学科核心素养培养上。但是研究中依旧存在一些不足。

长期以来，笔者不遗余力在中学教育阶段推广国学经典诵读，并成为现供职学校组织学生诵读国学经典活动第一个吃螃蟹的人。这份个人努力旨在希望更多师生能受益于国学经典诵读，并为竞相后来者提供一个实践案例，聊以参考，最终落实文化传承、文化自信、文化创新的国家政策和语文教学使命。

Under the background of the need of cultural heritage, cultural strategy, carry out the Chinese classic reading in junior high school is the cultural inheritance and understanding needs, is the call of the times is Khalid ents, open the real method wisdom, talent cultivation, is the language of economics.

The author has long been committed to the practice of reading classic, aims to lead the students to read classics, understand the world outlook and method of traditional culture in ancient China brilliant outlook on life, on. In the process of reading the classic, students benefit from it, not only to enhance the self expression of retro elegant language ability, more familiar with classical Chinese sentences, improve language literacy, but also to the many incisive viewpoint of classical culture as a reference, to learn Chinese textbooks from a new perspective to look at contemporary society Life, build correct views. In addition, the classic reading can make students with hands-on experience to overthrow the layman "prejudice benefit Chinese useless", "Chinese" cultural social function name.

This article can be outlined to 4 parts: introduction，practice，feedback，conclusion and improvement. I conducted a comparatively complete junior high school Chinese classics reading and reciting course which  is inspired by some excellent teaching theories and studies from elder colleagues. This course is based on Analects，The Works of Mencius ，Dao De Jing，The Great Learning，The Book of Songs ，Tang Poetry and Song Dynasty. All courses are conducted in stages and in each stage students will work on different depth and goal. Each course planned was covered in one month every academic term. The main activities I used to put this course program  into practice include 100 times reading，reading with rhythm，poem and paragraph reciting. We also organized lots of afterschool teaching activities. I try to do assessment of this course for each students in a more objective way. It shows that students worked well in this course. We achieved a lot in personality education，morality modelling and core values building in subjects. However，there are always improvements we can work on.

For a long time, I spare no effort in the stage of secondary education to promote the Chinese classic reading, students reading Chinese classic activities and become the first person to eat crab now at school. This personal effort to hope that more students can benefit from the Chinese classic reading, and were later provide a practice case, talk to the final implementation of reference, cultural heritage, cultural self-confidence, cultural innovation of the national policy and the mission of Chinese teaching.