1. Reading requires a gradient. For example, Sima Guang, the first volume of the third grade, wrote the first classical Chinese in primary school. After-class exercises require "read the text with the teacher and pay attention to the pauses between words."

2. Understanding methods need gradients. The arrangement of unified Chinese textbooks pays great attention to "teaching and reading". The teaching arrangement of reading methods and strategies conforms to students' cognitive characteristics, such as orderly progressive, spiral training, spiral "teaching" and gradual "learning". From the understanding method of the text content, for example, Sima Guang's title in the first volume of grade three, "Tell this story in your own words with the help of notes." The second volume of the third grade "read the text with the help of notes and tell why the farmer was laughed at by the Song people." Obviously, learning to understand annotated texts is the basic method for students to read and understand classical Chinese. On the basis of fluent reading, students can master the content and understand the story by reading the notes as a whole.

3. Thinking development needs gradient

Classical Chinese teaching in primary schools also has certain gradient requirements around reading, understanding the content of the text and cultivating students' thinking development.