Reading guidance of classical Chinese in senior high school entrance examination

1. What are the analysis of answering skills in reading classical Chinese in junior high school? 1. Reciting China's classical poems requires that every word is not missed, added, inverted or changed; Writing poems and sentences in classical Chinese should be not only coherent, but also word for word.

In the senior high school entrance examination, I usually recite 4 poems and 2 articles, paying special attention to reciting famous sentences in the content. Remember and correct the typos in your previous dictation.

2. To understand and appreciate ancient poems, we should focus on the ancient poems and songs appearing in the reading items of each textbook, and pay attention to the accumulation of common sense of ancient culture and literature, especially the notes in the textbook; We should have a good understanding of the appreciation guidance and practice in Click on the Content, and accurately grasp the understanding of the poem, its main content and writing intention, and the author's thoughts and feelings. For some famous works, you should also know the author's name, life age and title.

4. Master the meaning of common notional words in classical Chinese and the usage of six function words. Generally speaking, the special usages of ancient Chinese are: polysemy, Tong Jia, flexible use of parts of speech, and different meanings in ancient and modern times.

Therefore, we should pay special attention to such words in the text, and we must understand and master the usage of 150 real words and 6 function words in the clicked content, especially the meanings appearing in junior high school textbooks. 5. Sentence translation should be sensitive to "special sentence patterns".

Such as ellipsis, pay attention to add the omitted subject and object; Such as judgmental sentences, inverted sentences (preposition object, adverbial post), passive sentences, rhetorical questions and so on. In translation, the meaning of key notional words and the usage of function words should be implemented, and the tone and sentence pattern of the translation must be consistent with the original.

6. In the classical Chinese reading after class, you don't have to be nervous when you encounter words that you can't understand or can't think of. Contact the context, combine the plot of the story (article), understand (guess) its meaning, bring the words into the article to understand, and remember that translation is inseparable from the article. If there are comments under the selected text, be sure to make full use of the prompt function of the comments.

7. Pay attention to the induction and generalization of the main contents of the selected text in the reading of the paragraphs in class. If you are within your own review and control, you can of course answer questions by memory; If your review is not in place or your memory is unclear, you should carefully read the selected articles to collect and process information, and then make a reasonable and brief statement. After reading classical Chinese, we should pay attention to the understanding of the truth contained in the article or the induction and refinement of the personality characteristics of the characters in the article.

From the form of examination, the common examination methods are mainly single reading, and some arrange comparative reading or link reading between paragraphs and poems. The article is selected by combining in-class and out-of-class methods.

Judging from the examination questions in recent years, famous articles such as Zou Ji satirize adjustable education, Yueyang Tower, Drunk Pavilion and so on have a high selection rate. The requirement for reading classical Chinese in Curriculum Standard is: "Reading simple classical Chinese, you can understand the basic content with the help of notes and reference books."

The selection of classical Chinese reading materials for senior high school entrance examination must be "easy", and the understanding of "easy" should be: most words in the text belong to common content words and function words. Even if there are a few rare words or uncommon allusions in the selected text, notes will be arranged to reduce the difficulty, so that candidates can "jump and pick the fruit" on the basis of learning classical Chinese in junior high school. Question analysis and problem-solving strategies: The common test sites and questions in classical Chinese prose are nothing more than word explanation, sentence breaking, sentence translation, induction of meaning, writing analysis, evaluation of characters and works, etc.

Here are some suggestions for reviewing and solving problems: 1. Explain the meaning of words accurately. Pay attention to the use of annotations, the knowledge of real words and function words accumulated at ordinary times, use extended association and association to group words, and confirm the meaning of words in contextual language environment.

2. Translate sentences correctly and smoothly. To translate sentences, first, the content should be correct and in line with the meaning of the text; Secondly, the translated sentences should be expressed accurately, appropriately and fluently.

3. Summarize the meaning. Often through the way of filling in the blanks and answering questions, the level of the article, the characteristics of the scenery and the main points of the content (for example, Wuhan Volume 10: What are the main aspects of Nian Gengyao's good use of troops? Please summarize it briefly.

Jilin Volume 15: Please summarize Fan Zhongyan's reading anecdote described in this article, the character characteristics and emotional attitude of the characters, the meaning of the works, the reading experience and so on. This is the most frequently examined point besides word interpretation and sentence translation.

When answering, you must pay attention to it. On the basis of reading the full text, you should be good at grasping the nuances, screening important information and summarizing the main points. At the same time, we should scrutinize the accuracy of the answer language, and strive to be impartial, impartial and to the point. 4. Contrast reading.

This is a common question type in recent years. Commonly used is the comparison of two materials, and the relevant points of the materials generally lie in the subject matter, theme, characters, techniques, social significance and so on.

Some of them are mainly essays in class, with links to extracurricular related materials (for example, Zou Ji in Changzhou, Jiangsu satirizes Qi Wang Chabr, Zou Ji is the same as Hou Shi, and Huangshi in Hubei and Zhuge Liang's family affairs); Have a plenty of landscape travel notes (Three Gorges and Liuzhou Zhushu in Guangxi); Some articles written by the same author in different scenic spots (such as Yuan Hongdao's Travel Notes of Man Jing and Hubei Qianjiang Tiger Hill); Some use two materials related to the theme (for example, Shandong Binzhou, Yan Zi's "Advising Gong Jing", and Fujian Xiamen use two materials to reward the lotus). Comparative reading is just a form. There is a complementary or mutually reinforcing relationship between two or more materials. Some are propositions from the * * * aspects of the two articles, and some are separate propositions. The topic is irrelevant, and there is no comparability between materials. The latter is only a supplement to the former in content or quantity.

The test center is basically the same as the single test. 5. Expand the migration.

In order to make the past serve the present and apply what they have learned, propositions often examine the evaluation of prose themes and characters' thoughts and feelings, and ask candidates to talk about some opinions in connection with reality. To solve this kind of problem, we should be good at reading the excellent ideological quality of characters from ancient historical materials, reading the precious humanistic spirit from events, and evaluating its social significance with a developmental eye. At the same time, we should also pay attention to the limitations of the times, make proper choices and discard them reasonably.

6. Writing analysis. Including language taste, rhetoric appreciation, structural analysis, article style interpretation and so on.

When answering questions, try to use the texts you have learned and the training questions Lenovo has done to draw inferences and seek answers. Reading Classical Chinese (1) Read the following and answer the questions.

"Zuiweng Pavilion" is surrounded by mountains. It's southwest.

2. Reading Skills of Classical Chinese in Junior High School Step 1: Quickly browse the topic There is a feature in the extracurricular classical Chinese reading questions: some topic options show the meaning of some keywords in the text; Some topics suggest the main content of classical Chinese.

Browsing topics helps students understand the general meaning of classical Chinese. Therefore, after receiving the extracurricular classical Chinese reading essay, we should first quickly browse the topics after the essay.

The second step: carefully analyze the topic Generally speaking, the reading paragraphs of classical Chinese after class will give topics, and most of the topics themselves summarize the main contents of classical Chinese. For example, in an exam, I took an extra-curricular reading article in the classical Chinese "Chu People Learn to Boat".

The title of this subject-predicate structure summarizes the main content of the paragraph, and we can know the main content of the paragraph after reading the title. In short, a careful analysis of the title of a paragraph can help us quickly understand the main content of classical Chinese.

Step 3: Read the full text with notes quickly. Read articles in classical Chinese after class, and some difficult words in classical Chinese are generally annotated. These notes help students understand the main content of classical Chinese accurately.

So, don't ignore these notes, but take them with you to read the full text quickly. In addition, it should be noted that in the process of reading the full text, don't stop and think hard, but continue reading.

In short, read the full text quickly, not completely, but understand the main idea of the article. Step 4: Answer the question with the right medicine.

There are three types of reading problems in extracurricular classical Chinese, namely, word interpretation, sentence translation and content understanding. Use different methods to solve different problems: (1) Word explanation questions: This kind of questions mostly examine the phenomenon of polysemy of words in classical Chinese, which are basically learned by students in classical Chinese in class.

When solving problems, we should first apply the meaning of the content words in classical Chinese that we have learned, and then contact the context test. Fluency after the exam is the correct answer. (2) Sentence translation: The translated sentence should be translated freely on the basis of literal translation.

First, explain the meaning of the key words in the draft (literal translation); Then, write the general meaning of the sentence (free translation). When translating sentences, we should pay attention to the following problems: ① Proper nouns such as year number, person name, place name, official name, object name, book title and country name should be kept as they are, and no translation is needed.

For example, in the spring of four years (year number), Teng (name) was appointed to guard Baling County (place name). In the spring of Li Qing's fourth year, Teng was demoted to Baling County Order.

For example: "Chen Shengsheng, Yangcheng people are also". "Zhe ... also" means meaningless and should be deleted.

Chen Sheng is from Yangcheng. ③ Some special sentence patterns in classical Chinese (such as verb inversion, preposition object and adverbial postposition). ) Different from the word order of modern Chinese, appropriate adjustments should be made in translation.

For example, "Sorry, you don't like it!" "Your mental deficiency is too serious. (4) If the translated sentence is an ellipsis, the omitted elements should be supplemented.

For example: "Naidan Shubo said' Chen' (omitting the subject)." They wrote the word "Chen" on the silk with vermilion.

(3) Content comprehension questions. There are three ways to solve this kind of problem: one is to quote the original sentence to answer; Second, extract keywords from the original text to answer; Third, organize written answers in your own words.

Among the three methods, the first and second methods have higher accuracy.

3. Can you send me the Chinese reading skills for the senior high school entrance examination? Reading skills for senior high school entrance examination: 1. What is the genre of the article? This article is an article.

Poetry, novels, prose (lyric prose, narrative prose), scripts, expository essays, argumentative essays 2. Narrative? The time, place, person, reason, process and result of the incident 3. Looking for a topic sentence? Look for lyric sentences in the first or last paragraph. 4. What is the content of the article? Methods: Look at topics, people (events) and events, and make a comprehensive induction.

This article narrates (describes and explains) ... and shows (praises and reveals) ... 5. What are the characteristics of material organization? Select typical events closely surrounding the center, and carry out appropriate clipping and detail processing.

6. Hierarchical? (1) Divide by time (find the phrase indicating time) (2) Divide by place (find the phrase indicating place) (3) Divide by the development process of things (find every event) (4) Total score (cut from the beginning to the end) 7. Describe clues and their functions? Clues: (1) the core figures (2) the core things (3) the core events (4) the time (5) the place (6) the author's emotional function: it runs through the context of the whole text, organically connecting the characters and events in the text, and making the article coherent. 8. Write a title for the article.

Find the clue or center of the article (1) the core people (2) the core things (3) the core events (6) the author's emotions 9. Fill in the reading card. Find the original text as required, and then fill it in.

Pay attention to the title, author, publishing house and other items of the original text (sometimes in brackets). 10. Narrative sequence and function? (1) The function of sequential narrative (according to the sequence of events): The narrative has a beginning and an end, and it is clear and impressive to read.

(2) Flashback (write the results first, and then explain what happened before. ) function: create suspense, attract readers, avoid monotonous narration and enhance the vividness of the article.

(3) insert (interrupt the clue when telling, and insert another related thing. ) function: complement and set off the plot, enrich the image and highlight the center.

(4) Plain narration (omitted) 1 1. Language features? Choose from the following sentences by combining context and rhetorical methods: vivid, fresh and beautiful, concise, accurate and rigorous, incisive and profound, easy to understand, harmonious in phonology and strong in rhythm. Note: Be sure to analyze it in combination with specific sentences.

12. Writing skills and functions? (1) personification endows things with human character, thoughts, feelings and actions, personifies things, and thus achieves vivid images. (2) Metaphors vividly and concisely describe things and explain the truth.

(3) Exaggeration highlights the characteristics of people or things, reveals the essence, and gives readers a distinct and strong impression. (4) Symbolism gives specific meaning to the things described, expresses emotions ... and enhances the expressive power of the article.

(5) Contrast techniques highlight the characteristics of things and better express the theme of the article through comparison. (6) Setting off (side setting off) is to set off the main person or thing with the secondary person or thing, highlighting the characteristics, personality, thoughts and feelings of the main person or thing.

(7) Irony uses metaphor, exaggeration and other means and methods to expose, criticize and ridicule people or things, strengthen profundity and criticism, and make the language spicy and humorous. (8) If you want to improve, first suppress and then belittle and then praise the described object, contrast the context, highlight the written object, and receive unexpected and touching results.

(9) Before and after care (echo from beginning to end) makes the plot complete, the structure rigorous and the center prominent. 13. Rhetoric methods and functions (1) Metaphor: describe things vividly and concisely, and explain the truth.

(2) personification: endowing things with human character, thoughts, feelings and actions, and personalizing things, so as to achieve vivid images. (3) Exaggeration: highlight the characteristics, reveal the essence, and give readers a clear and strong impression.

(4) Parallelism: the organization is clear, the rhythm is distinct, the language potential is enhanced, and it is longer than lyric. (5) Duality: the form is neat, the phonology is harmonious, and they set off each other and complement each other.

(6) Repetition: emphasizing a certain meaning, strong lyricism and appeal. (7) Question: Ask yourself and answer yourself, attract attention and inspire thinking.

(8) rhetorical question: clear attitude, strong tone and strong lyricism. Note: Be sure to analyze it in combination with related sentences.

14. What are the meanings and functions of specific words? Methods: Contact the original meaning of words, explain the meaning of the text and find out the specific content it refers to. A: The word "* *" originally means …, and here it means …, playing the role of ….

15. What does this sentence mean? Grasp the key words, analyze their characteristics and significance, and then explain them in context. 16. What is the function of sentences in the structure? (1) Continue the top (2) Open the bottom (lead out the bottom) (3) Connect the front and bottom (transition) (4) Pave the way for the bottom (17). Expression? Narration, discussion, lyricism, description and explanation 18. What is the role of discussion in narrative? Inspire readers to think, point out the meaning of people or events, highlight the center, sublimate the theme, and play the role of making the finishing point.

19. What is the role of lyricism in narrative? Express the author's sincere and profound feelings, arouse the feelings of readers, and make the article have strong appeal. 20. What is the type and function of description? Category: (1) Portrait Description (2) Appearance Description (3) Attitude Description (4) Action Description (5) Language (Dialogue) Description (7) Psychology Description (8) Scenery Description (9) Scene Description (10) Environment Description (160)

2 1. Prose features? The shape is scattered but the spirit is not scattered. 22. What kind of prose? (1) Narrative Prose (2) Lyrical Prose 23. What kind of novel? Novels, novellas, short stories and short stories 24. What are the three elements of a novel? People, environment and plot 25. What are the types and functions of the environment? (1) The natural environment explains the time and place of the story and the space of the characters' activities, which sets off the emotions of the characters.

(2) The social environment explains the social background and characteristics of the times, sets off the characters' personalities, promotes the plot development and reveals the theme of the article. 26. What are the parts of the plot? (preface) beginning, development, * * *, ending (postscript) 27. Continue to write the ending of the novel.

Continue to write according to the law of the development of novels and stories, and be concise, implicit, philosophical and thought-provoking. Argumentative reading skills-an argument (what to prove) should be a clear judgment, a complete expression of the author's point of view, and a complete sentence in form.

Argumentation generally uses judgment sentences.

4. Analysis of the main points of classical Chinese reading "365 Online Q&A Network Teacher" helps you answer the requirements in the exam instructions: 1. Understand the meaning of common notional words in classical Chinese in a specific context. 2. Understand the common content words in classical Chinese (knowledge, qi, harmony, meaning, Yu, Nai, although, Wei, Zhe, He, then, Hu, Ran, and. Summarize the main points of the article. 5. Analyze and summarize the opinions and attitudes expressed by the author in the article. 6. Have your own experience and opinion analysis on the content, language and writing method of the article: 1. Reciting China's classical poems requires that every word is not missed, added, inverted and unchanged; Reciting the sentences of China's classical poems should not only be clear-cut, but also be clear-spoken. In the senior high school entrance examination, you should recite four poems and two articles, paying special attention to reciting famous sentences in the articles. Remember and correct the typos in our previous dictation. 2. To understand and appreciate ancient poems, we should focus on the ancient poems and songs that appear in each textbook reading article, and pay attention to the accumulation of ancient culture and literary common sense, especially the notes in the textbook. We should have a good understanding of the appreciation guidance and practice in Diankai Content, and accurately grasp the understanding of the poem, its main content and writing intention, and the author's thoughts and feelings. 3. For some famous articles, you should also know the author's name, life age, article title, etc. 4. Master the meaning of common notional words in classical Chinese and the usage of six function words. The special usage of general ancient Chinese is: polysemy, vague usage, flexible use of parts of speech, and different meanings in ancient and modern times. Therefore, we must pay special attention to these words in the text, and understand and master the usage of 150 content words and six function words in clicking content. Such as judgmental sentences, inverted sentences (preposition object, adverbial post), passive sentences, rhetorical questions, etc. In order to realize the meaning of key notional words and the usage of function words in translation, the tone and sentence pattern of the translation must be consistent with the original. 6. When reading classical Chinese after class, you don't have to be nervous when you encounter words that you can't know or words that you can't remember at once. Understand (guess) the story (article) in connection with the context. Remember that translation cannot be divorced from the article. If there are comments under the selected text, be sure to make full use of the prompt function of the comments. 7. Paragraph reading in class should pay attention to the induction and generalization of the main contents of the selected text. If you are within your control, you can of course answer questions from memory. If your review is not in place or your memory is unclear, you should carefully read the selected articles to collect and process information, and then make a reasonable and brief statement. When reading classical Chinese after class, we should pay attention to the understanding of the truth contained in the article or the induction and refinement of the personality characteristics of the characters in the article.

5. What are the skills for extracurricular reading comprehension in senior high school entrance examination? Reading plays a vital role in Chinese learning.

How to read well? Reading, what to read and how to read? Test site 1: screen and integrate the information in the text and screen the information type. The range of information involved is relatively small, and the answer is a word or sentence in the original text. We can directly extract related words and sentences according to the requirements of the topic. In this way, you can get accurate answers and effectively improve the efficiency of students' answering questions.

Test site 2: analyze the structure of the article and grasp the idea of the article. In modern reading, analyze the structure of the article, grasp the idea of the article, and examine students' comprehensive analysis ability and overall grasp ability of the article. Test center 3: Summarize the main points of the content, summarize the central meaning, and summarize the central meaning. The essence is to accurately grasp the local and overall content points of the article on the basis of overall perception of the text, and integrate it with your own language.

Test site 4: summarize the author's views and attitudes in the article, which includes a complete ideological process, that is, "discover, summarize and evaluate the author's thoughts and feelings embodied in the article." Test site 5: understand the meaning of important words in the text. Important words play an important role in expressing the meaning of the article. Only by in-depth taste and accurate understanding can we better grasp the theme.

Test site 6: to understand the meaning of important sentences in the text, we need to weigh the meaning of sentences according to the key words or tone of sentences, the rhetorical devices used in sentences, and the expressions used in sentences. , combined with the specific context of the sentence in the text, make appropriate explanations. Test center 7: Appreciation of image, language and expressive ability in literary works The test center mainly appreciates the use of writing techniques in words, rhetorical techniques in sentences, descriptive languages and methods, and argumentation methods.

6. How to guide the reading of classical Chinese in junior high school and how to treat the teaching of classical Chinese reading is one of the important contents of Chinese teaching in middle school. The ability to read simple classical Chinese should be an integral part of middle school students' reading ability, and cultivating students' reading ability should be one of the teaching tasks of middle school Chinese teaching. This requires us to do a good job in the starting point teaching of classical Chinese, so that students can accumulate knowledge in continuous learning. The excellent education teacher has compiled relevant materials for your reference.

Senior one students often have a series of psychological obstacles in reading classical Chinese. For example, the teacher's consistent teaching lacks interest, which gradually makes him feel disgusted with classical Chinese. How to solve these problems? Teachers' teaching plays a very important role. In the teaching of classical Chinese in senior one, there are the following three points:

1, reading guidance first, guiding preview. There is a clear requirement in the syllabus that "let students read more and read more, and cultivate students' keen feeling of classical Chinese words". Accordingly, I adopted the method of guiding students to preview reading and understand the meaning of the text first. Before students read the text, give them clear hints, ask them to read the text for the first time, tick off new words and phrases, and understand their sounds, shapes and meanings with the help of notes or reference books; Read the second time, dredge the meaning of the article, understand the structural level of the article, and initially grasp the center of the article; Read for the third time, find out the difficult sentences in your understanding, and prepare to ask questions in class; Then try to explain the writing characteristics of the article, and finally prepare to tell the text in the form of stories. Insisting on guiding students in this way can cultivate students' good reading habits.

2. Let students become the masters of the classroom. At first, I didn't have any teaching experience, and my class was mainly about speaking. Later, I found that this suppressed students' thinking, and students relied heavily on teachers in class. Without energetic study, there will be no creation, students will not be able to adapt to the more difficult high school study, and they will not be able to achieve the purpose of teaching classical Chinese, reflecting the significance of learning classical Chinese. So how can we make students clear about the important and difficult points in the classroom, instead of letting the teacher lead the way completely? In teaching, I changed the past practice of "speaking to the end and arranging translation". Let the students ask the questions sorted out in self-study, then the teacher will write them on the blackboard, and then let the students discuss and guide them to solve the problems. This practice greatly mobilized the enthusiasm of students. The precious heritage of excellent culture. It congealed.

3, based on the classroom, knowledge extension. Classroom teaching is the core of the whole Chinese teaching. It is not enough for us to focus only on classroom teaching. We should also take the knowledge in the classroom outside the classroom, combine the inside and outside, find some simple classical Chinese paragraphs to read outside the classroom, and give appropriate explanations, which can not only attract interest, but also increase knowledge. It not only broadens students' horizons, cultivates their migration ability, but also reviews what they have learned. Students' potential can also be developed. Therefore, it is necessary to attach importance to the study of classical Chinese by junior one students, so that students can learn to accumulate and master the learning methods at the beginning. Only in this way can we achieve the goal of classical Chinese teaching, truly let students appreciate the profound and excellent traditional culture of our country, strengthen personal cultivation and be a connotative person.