On the comprehension skills of reading classical Chinese.

1. Understanding the learning method of classical Chinese. After learning classical Chinese, it is very important to feel the method. Here are some of my opinions.

First, we should grasp the basic knowledge in a down-to-earth manner. We must master the common real words, function words and special sentence patterns in classical Chinese.

The second is to know how to use classical Chinese translation methods. Translation of classical Chinese is generally based on the principle of "faithfulness, expressiveness and elegance". Faith means that the translation accurately expresses the meaning of the original text, without distortion, omission, arbitrary increase or decrease of meaning, that is, it does not "go out of shape". "Vivid" means that the translation is clear and fluent, which conforms to the expression habits of modern Chinese and has no language defects. "Elegance" means that the translation is required to be more elegant in words and sentences and more beautiful in writing.

Third, we should master the reading skills of classical Chinese and understand the content of the article.

1, to learn classical Chinese, we should establish a sense of context and use the method of "explaining the text with words, explaining the text with things, and understanding the text with words" to accurately understand the article. (1) "Interpreting a text by text" is to scientifically understand the meaning of the text in the context according to the characteristics of ancient Chinese characters and the position of the text. Grammatical structure analysis can be used to infer the meaning of words in learning. For example, in the sentence of "water and fog are hidden outside the proximity", "hard to find" is the predicate, while "letter" modifies "hard to find" as an adverbial, usually acting as an adverb. Combined with the context, it can be inferred that "faith" is "reality" We can also infer the meaning of words with the help of neat sentence patterns: ancient people's behavior often has the characteristics of symmetry, and in similar language environments, words in corresponding positions often have the same, similar or opposite and relative meanings, so that they can be correctly explained. For example, "A swift current is an arrow, if fierce waves rush in", "Arrow" and "Chong" are both objects, so it can be judged that it is a noun, which means "Pentium". It can also be understood by the corresponding things and characters in the context. (2) "Explaining the text by events", in which "events" refers to the relevant factual background. When studying, you can understand this by reading notes after class. (3) "Understanding the text" refers to understanding the text reasonably, taking into account the rational and rational factors. For example, we can understand the article by understanding the character of the article, the author's emotional attitude towards the characters written, the events described, the emotions expressed and so on.

2. To learn classical Chinese, we should establish a sense of classical Chinese style and grasp the connotation of the article quickly by grasping the stylistic characteristics. The styles of ancient Chinese prose are as follows: (including: ① Inscription: ancient Chinese prose carved on stone tablets and describing the life stories of characters. ② Travel Notes: It is a prose genre describing travel experiences. Miscellaneous notes: It is a genre of ancient Chinese prose, which is based on things, without much discussion, and writes out what you have seen and heard. (4) Notes: It is a style that records the life stories of ancient people. ⑤ Notes: A short and rich style in ancient times. For example, Meng Xi Tan. Original (the argumentative style of ancient exploration. For example, Yuan Jun (Huang Zongxi) is an ancient argumentative style of distinguishing right from wrong. It is an ancient style of describing things by narrative, discussion or explanation. For example: Ma Shuo and Shi Shuo (the argumentative style of ancient analytical reasoning. For example, regarding the Six Kingdoms, the memorials presented by ancient ministers to the emperor (sparse: it is a style in which ministers state their opinions to the emperor in sections, also known as memorials and memorials. Statement: the style of stating an idea or thing. Policy: The way of asking questions in the imperial examination is called asking policy. Irony: In ancient times, people were euphemistically persuaded to accept the opinions of their subordinates through metaphors and hints. Preface: one of the ancient styles, written for farewell. For example, a historical biography (generally, introduce someone's life, personality and experience first, then describe specific events, and finally describe its ending, influence or evaluation by future generations, etc.). In the process of learning classical Chinese, students can consciously obtain the information of the article and master the main points of the content according to the stylistic characteristics of classical Chinese.

Fourth, on the basis of reading classical Chinese and grasping the content of the article, we should summarize the knowledge points of classical Chinese in time, summarize reading skills and improve the learning ability of classical Chinese. Students can classify the knowledge points of the text according to the basic knowledge of classical Chinese, and summarize the reading skills according to the stylistic characteristics, so as to learn classical Chinese and learn classical Chinese. Classical Chinese carries the long-standing culture of China. Scientific learning methods will give us wings to learn, let us swim happily in the historical sky, appreciate its exquisiteness, sincerity and beauty, and grasp its broadness, depth and breadth!

2. junior high school Chinese reading experience skills Chinese, starting from a romantic heart, goes far and wide, and comes to the broad.

Because of the language, the story of peacock flying southeast has become a household swan song; Because of language reasons, the legend of Mulan's joining the army has become a well-known story for women and children.

Thanks to Chinese, Shelley's "If winter comes, can spring be far behind" warms the hearts of many frustrated people. Because of the language, Dante's "Go your way and let others talk" stirred the hearts of every pioneer. Because of language, we have collected the warmth of spring, the fierceness of summer, the richness of autumn and the coldness of winter. Because of the language, we have experienced the ice and snow in the north, the coconut groves in the south, the eagles in the western regions and the tides in the East China Sea.

Chinese is a natural carrier of romantic culture. Pit-wise thoughts, noble feelings and smart intelligence all reside in the deep-rooted Chinese tree, endlessly inheriting human civilization, cleaning up filth, refining essence, edifying body and mind, and gathering to convey romance.

3. What are the main points of classical Chinese writing? As the carrier of traditional culture, classical Chinese plays an important role in promoting national inheritance and carrying forward traditional culture. However, at present, there is a single and passive phenomenon in the way of Chinese students learning classical Chinese. Students lack the opportunity and ability of independent exploration, cooperative learning and independent acquisition of knowledge, which leads to difficulties in the learning process. How can we talk about the beauty of reading classical Chinese? At present, the new curriculum puts forward higher requirements for students' reading of classical Chinese, emphasizing that in the process of Chinese teaching, students should "know the richness and broadness of Chinese culture and absorb the wisdom of national culture". Therefore, it is really urgent to let students contact classical Chinese from junior high school, stimulate their interest in learning classical Chinese and improve their enthusiasm and autonomy in learning. Faced with this situation, what strategies can be adopted to meet the needs of "autonomous" learning? First, pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. "Chinese Curriculum Standard" requires that reading teaching in all periods should attach importance to reading aloud: through reading aloud, students can directly and truly perceive the content of the text and understand the author's thoughts and feelings, which is an effective way to change their learning from passive acceptance to active discovery. The seventh grade students first came into contact with classical Chinese in the first unit. They have some difficulties in implementing the meaning of words, phrases and sentences in the text, so it is particularly important for students to perceive the whole content of the text without literary translation and understand classical Chinese through repeated reading. In teaching design, teachers' analysis and explanation are no longer used to replace students' independent perception of the text, but reading aloud is regarded as an important means for students to learn and understand. According to the students' situation, the teaching level of classical Chinese reading is designed, and different requirements are put forward for each reading, so that the main problems such as emotional theme can be solved through reading, thus improving students' overall perception of the article. For example, the teaching of Children's Fun (the first volume of the seventh grade of People's Education Edition) can be designed as follows: 1 Reading: Students are free to read the text, and they are required to know the glyphs and pronounce them correctly. For example, the items are (Wei) ginger and crane (6544). It is required to accurately grasp the pause of the sentence on the basis of accurate pronunciation. In this session, let the students comment on themselves, and then the teacher will give appropriate hints, such as "hold your head high/look at it, make it stronger, make it/smoke/fly" and so on. The teacher demonstrated reading in the second section, and the students realized how to correctly handle the reading rhythm. 3 reading: students read the text together and think about the author's childlike interest. Students look for sentences that express childlike interests. At this time, the teacher guides the implementation of the meaning of classical Chinese. Reading: Retell the contents of two pictures in the text in your own words. Reading: Look at the blackboard and try to describe the contents of these two pictures with sentences from the text. At this time, students can already recite in class. It can be said that the most basic way to learn classical Chinese is reading, and the best way is reading, with emphasis on reading and difficulty in reading. But it is not reading in the end, so students should pay attention to the changes in reading. Reading evaluation, learning and understanding, using the strategy of group reading, and finally achieving the effect of "self-understanding". Take reading as the starting point of learning classical Chinese, understand the text through reading, and let students read with interest in combination with their own experience background and the openness of reading materials, so that different students will make different "interpretations" of the text. Because they read the text truthfully and have thoughts, they will pour out. Autonomous learning will come naturally. Second, provide a platform for interaction and cooperation, so that the awareness of autonomous learning can be maintained for a long time. The new syllabus and new curriculum reform require respecting students' individual differences, attaching importance to students' personality development and allowing students to have their own opinions. Therefore, teachers must avoid "concentrated learning" in the teaching process, carefully organize learning activities, pay attention to the process, and provide an interactive learning platform for students. Through student-student cooperation, teacher-student cooperation, deskmate cooperation, group cooperation and class cooperation, each student's interest in learning and active participation consciousness can be maintained for a long time. In the specific classroom operation, we can adopt the strategic steps of asking questions, independent thinking, group discussion, speaking on behalf of others and achieving knowledge. For example, in the teaching of "Speaking New Languages of the World"? In Ode to Snow, I asked the students to discuss this problem: the teacher didn't comment on the metaphors of Xie Lang and Xie Daowen, but just laughed it off. So what do you think of the author's attitude and why? If you were to judge, which metaphor do you think is better and why? The students showed great enthusiasm. They are still learning with questions, so that students can feel the kindness of classical Chinese. Third, expand reading and strengthen students' interest in reading extracurricular classical Chinese. 1. Accumulate some ancient literary phenomena and historical knowledge. Ancient cultural phenomena refer to ancient rituals (utensils, tools, customs, names, places, etc.). For example, the word "scholar" in Debate and "Nine Days" in Morning Letters are ancient cultural phenomena. Another example is the story of Yueyang Tower to understand why Fan Zhongyan wrote Zheng Tong Ren before "rebuilding Yueyang Tower". Therefore, it is particularly important to supplement this knowledge in class. 2. Pay attention to the effective cohesion of ancient and modern meanings. We can use modern texts to help students better understand the meaning of classical Chinese. For example, we can talk about ancient Chinese knowledge in combination with idioms that students like to hear: the word "fake" in the preface to seeing Ma Sheng off to Yang is translated as "borrowing". We can contact Smith to impress the students. 3. Pay attention to the cultivation of knowledge transfer ability. It is far from enough for students to acquire the ability to read classical Chinese after class, so teachers should encourage students to read classical Chinese after class on the one hand, and on the other hand, they can let students do some classical Chinese exercises with appropriate difficulties related to the text to consolidate them. To get twice the result with half the effort. 4. There are various ways to improve the reading level of classical Chinese through writing. Can guide students to write "classical Chinese". Students can be given certain materials to express in the form of classical Chinese, not paying attention to how clever the writing is, but only using the learned classical Chinese vocabulary. For another example, students are required to graft the artistic conception of ancient Chinese into the reality of modern language that we are familiar with, and organically link ancient Chinese with modern Chinese.

4. Ancient Chinese reading skills This has something to do with your psychological quality and the carefulness of the exam.

How can you not calm down? As long as you have no distractions, just concentrate on the problem. Don't think about not doing well in the exam or worrying about being worse than others. The important thing is to seize the time and grasp the present. You need to be "self-centered" during the exam and have no leisure to think about others.

As far as my personal experience is concerned, ancient Chinese reading is not only effective by doing a few more questions, but also requires a sense of language and long-term accumulation.

Remember that only by accumulating can you lose weight. If you feel right, you will be invincible, and you will not achieve anything.

I think there are some skills in doing classical Chinese, such as reading the last question first, because although it is wrong, there are three correct ones after all! This is good for you to understand this article. Translation should find the right score point and so on. Then you need to sum it up yourself. Last but not least, we must be careful, careful and careful again! !

5. Chinese reading skills 1. Word comparison (choose words to fill in the blanks) 1. When comparing the meanings of words, especially words with similar meanings, we must carefully distinguish the differences between the two words in degree, scope of application, color sense and so on.

2. After choosing a good sentence, you should read the relevant sentences several times and experience them repeatedly. Second, the sentence function, meaning analysis question 1, the sentence uses the related word "although ... but ...", this group of related words indicates the turning relationship; The related words "not only ... but also ..." are all used to express progressive relations and to emphasize the latter.

2. The function of inverted sentences: it is often to emphasize the previous part (that is, to move to the front). For example, "I'm sorry, you're not good" means that the degree of "you're not good" is "I'm sorry". Another example is "bad, I think", which is to clearly emphasize that the author's evaluation of "Lei Feng Sunset Red" is "bad".

3, evaluation, appreciation of a sentence: we should start from two aspects, first evaluate the characteristics of writing and language, such as what rhetoric and expression are used, the language is vivid or beautiful or symmetrical or accurate and rigorous ... and then evaluate the ideological connotation, that is, clarify what views this sentence expresses, what feelings, enlightenment and education it gives you ... 4, analyze the meaning of a sentence can also start from analyzing keywords, focusing on understanding specific keywords. 5. When analyzing a sentence in an explanatory paragraph, it is important to buckle the explanatory content, the characteristics of the explanatory object and the characteristics of the explanatory language (accurate and vivid).

6. When analyzing a sentence in a narrative paragraph, it is important to recognize the specific atmosphere, the feelings expressed and the characteristics of the characters. 7. When analyzing the sentences in the argumentative paragraphs, we should correctly deduct the argument (or the central argument of the full text or the sub-argument of the paragraph) and the characteristics of the argumentative language.

8. Key sentences mainly include five aspects: ① sentences that point out the theme; 2 descriptive, argumentative and lyrical sentences; ③ Summarize the sentences of the full text; (4) Sentences that serve as a link between the preceding and the following (such as sentences that take care of each other and transitional sentences that serve as a link between the preceding and the following); ⑤ Sentences using various rhetorical devices (such as metaphor, personification, exaggeration, parallelism, duality, repetition, irony, rhetorical questions, especially quotation). Understanding key sentences is mainly to understand the thoughts and feelings expressed by sentences.

For example, the author's emotions, attitudes and thoughts between the lines. At the same time, it is necessary to understand the functions, functions and characteristics of sentences in the text.

Note the writing method of the sentence: we must pay attention to the stylistic characteristics and the accuracy of noun use. 3. Question-and-answer, regular answering terms and skills (1) Social environment description Main functions: 1. Explain the background of the work.

2. When you answer, you must combine the local background at that time and point out what kind of social reality is revealed by the relevant statements of environmental description in the text. (2) The sentences describing the natural environment (scenery description) have the following main functions: 1, which expresses the regional scenery and prompts the characteristics of time, season and environment; 2. Promote the development of the plot; 3. Render the atmosphere; 4. Contrast characters (or characters' moods and feelings); 5. Highlight and deepen the theme.

(3) Analysis of the function of sentences in the article structure: 1. To the above (or full text): refer to the above, echo from beginning to end, and summarize the above (or full text); 2. For the following: cause the following, pave the way, pave the way; 3. Context: connecting the preceding with the following (transition). (4) Answer the questions in your own words: 1. This kind of question is often limited to not being answered directly with sentences in the original text. On another level, it means that you have relevant sentences in the original text, so you should first find out the relevant sentences in the original text; What we need to consider now is how to turn the sentences in the original into our own words. The following methods can be adopted: ① the general idea method is suitable for long sentences in the original text; (2) Sentence translation method, which is suitable for classical Chinese paragraphs; (3) Explain key words, which are applicable to uncommon words in the original sentence; (4) Sentence conversion method is suitable for the case that the original text uses interrogative sentences, rhetorical questions and rhetorical questions with ambiguous meanings, and the topic requires clear expression.

(V) Judgment of the hero in this article: Principle: It must be based on the theme of this article. For example: Kong Yiji-Kong Yiji.

The "I" in prose (including essays, newsletters and general narratives) is equal to the author himself; The "I" in the novel is not equal to the author himself, but the character image created by the author through fiction on the basis of life. (6) Talk about your own opinions or experiences according to the feelings of reading the passage: 1, in the first person; 2. In the form of 1+2 or 1+3, first summarize your opinions or experiences in one sentence, and then explain the reasons in two or three sentences. You can put the facts, or you can be reasonable. If the topic has relevant requirements, we should also pay attention to combining our own personal experience.

(7) According to the context, fill in the psychological activity: 1, which must be in the first person; We must study the specific situation carefully. (8) Add examples according to the ideas put forward in the passage: 1. You can give examples of celebrities, which are more convincing and show your knowledge, but you must write accurate people and things and avoid arrogance.

2, you can also give examples of people, you can make them up, but you should pay attention to realism, not too exaggerated, so that people can know at a glance that they are made up. 3. Format: people+cases+short comments (9) Case summary in the paragraph: 1, which must include two elements: people+events; 2. Other elements, such as time (season, year), place, environment, etc., should be summarized if they have specific significance.

(10) Divide paragraphs and levels, and summarize the meaning of paragraphs and levels: We should pay attention to sorting out the clues of the article, and use transitional paragraphs, transitional sentences and transitional words to express the changes of time and place in the article, and also pay attention to the order in which the characters appear. (1 1) refining center and theme: Pay attention to the main content of this article, the purpose of the author's writing this article and the thoughts and feelings contained therein.

Pay attention to some commonly used words, such as summarizing the main contents, which are generally used as follows: this article describes …, describes …, introduces …, passes through …, and so on. For example, to summarize the writing purpose and thoughts and feelings, it is generally used as: confession …, expression …, praise …, praise …, exposure …, whipping …, exposure …( 12) Interpretation center (interpretation content): answer method.

6. Chinese reading skills (including modern and ancient Chinese) 1. Expression: narration, description, lyricism, explanation and discussion.

Second, the expression techniques: symbol, contrast, contrast, suspense, echo before and after, desire to promote first, support things to express ambition, borrow things to express feelings, associate, imagine and set off (positive contrast, negative contrast). Third, rhetorical devices: metaphor, personification, exaggeration, parallelism, duality, quotation, rhetorical question, repetition, intertextuality, contrast, metonymy and irony.

Four, the six elements of narrative: time, place, people, the cause, process and result of things. 5. Narrative sequence: sequence, flashback and insertion.

Sixth, description angle: positive description, side description. Methods of describing characters: language, action, manner, psychology and appearance.

Eight, describe the perspective of the scene: vision, hearing, taste, touch. Methods of describing scenery: the combination of dynamic and static (writing static by moving), the combination of generalization and concrete, from far to near (or from near to far).

X. Description (or lyric) methods: positive (also called direct) and negative (also called indirect). XI。 Narrative mode: general narrative and detailed description.

Twelve. Interpretation order: chronological order, spatial order, logical order. 13. explanation: examples, numbers, analogy, comparison, definition, classification, explanation, imitation and quotation.

Fourteen, the plot of the novel consists of four parts: beginning, development, * * and ending. Fifteen, the three elements of the novel: characters, stories, and specific environment.

Sixteen, environmental description is divided into: natural environment and social environment. Seventeen, the three elements of argumentative writing: argument, argument and argumentation.

18. Argumentation is divided into factual argument and rational argument. 19. Argumentation methods: example (or fact) argument, reason argument (sometimes called quotation argument), contrast (or positive and negative contrast) argument, metaphor argument.

20. Argument method: argument and rebuttal (rebuttable arguments, arguments, arguments). Twenty-one, the structure of argumentative essay: total score, total score, total score; There are often parallel and progressive parts.

Twenty-two, the role of quotation marks: citation; Emphasize; Specific appellation; Negative, ironic, ironic. Twenty-three, dash usage: prompt, comment, summary, progression, topic change, interjection.

24. Others: (1) The function of a sentence in the text: 1, the beginning of the text: the opening point; Render the atmosphere (narrative, novel), bury the foreshadowing (narrative, novel), and set suspense (novel) as an auxiliary foreshadowing for the following; Below the general collar; 2. In the text: connecting the preceding with the following; Below the general collar; Summarize the above; 3. At the end of the article: point out the center (narrative, novel); Deepen the theme (narrative, novel); Take care of the beginning (argumentative, narrative, novel). (2) The function of rhetoric: (1) its own function; (2) Combined with sentence context.

1, figuratively personified: vivid; Answer format: written vividly+object+characteristics. 2, parallelism: momentum, strengthen the tone, in one go and so on. ; Answer format: key+object+feature 3; Questioning: arouse readers' attention and thinking; Answer format: arouse readers' attention and thinking about+object+characteristics; Rhetorical question: emphasis, emphasis, etc. 4. Contrast: emphasize ... highlight ... 5. Repeatedly emphasize ... strengthen the tone.

(3) Sentence meaning answer: For such a topic, there is often a word or phrase in the sentence with expressions such as metaphor, contrast, metonymy and symbol. When answering a question, reveal the object it refers to, and then clear the sentence.

(4) Can one word in a sentence be replaced by another? Why? Verb: No. Because this word accurately, vividly and concretely writes the adjective: no.

Because this word vividly describes adverbs (such as Du, Da Du, Very Only, etc. ): no. Because this word accurately describes the situation of … (table degree, table limit, table time, table range, etc.). ), after the change, it becomes ... not in line with the facts.

(5) Can the order of two or three words in a sentence be reversed? Why? I can't. Because (1) does not conform to the law of people's understanding of things (from shallow to deep, from surface to inside, from phenomenon to essence) (2) this word corresponds to the above one by one (3) these words are progressive, interlocking and cannot be exchanged.

(vi) Summary of the paragraph meaning 1. Narration: Answer clearly (when and where) who does what. Format: (time+place)+people+things. 2. Explanatory text: Answer clearly what the object is and what its characteristics are. Format: explanation (introduction)+explanation object+explanation content (characteristics) 3. Argumentative essay: clearly answer what the question is and what the author thinks. Format: What demonstration method is used to prove (demonstrate)+demonstrate.

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