In addition, we should pay attention to the summary of common words and polysemous words, such as: ran, but, zhe, or so on. Its meaning may vary greatly in different sentences, and there are special sentence patterns and structures, especially interchangeable words, which need you to accumulate more.
Learning liberal arts is the process of many a mickle makes a mickle. I believe that the landlord's efforts will pay off. Come on! Wish progress!
2. People's Education Edition, a compulsory course for senior high school Chinese, has two requirements for classical Chinese practice and classical Chinese reading teaching. First of all, you should be able to understand the meaning of words and phrases and read the content of the article with the help of notes and reference books; Understand and sort out the meaning or usage of common classical Chinese notional words, classical Chinese function words and classical Chinese sentence patterns, and pay attention to the analogy in reading practice; Recite a certain number of famous books. Second, understand the Chinese national spirit contained in the works, and lay a foundation for forming a certain traditional cultural heritage; Learn to understand the content value of ancient works from the perspective of historical development and draw national wisdom from them; Examine the works with modern concepts and evaluate their positive significance and historical limitations. In other words, classical Chinese teaching must first overcome language barriers. Therefore, mastering the common words in classical Chinese and understanding the meaning and sentence patterns have always been the focus of classical Chinese reading teaching. Reading aloud, reciting and comparing word meanings and sentence patterns, and translating ancient Chinese into modern Chinese are important means to improve the reading ability of classical Chinese. According to the overall arrangement of the required textbooks, in this unit, we should also learn how to read this book. Summarizing the main points and extracting the essence is an important part of reading. Summary paragraph meaning summary center has been trained in reading teaching in primary and junior high schools. In senior high school, the difficulty of the text has increased, and the requirements for reading comprehension have also improved, not just summarizing the meaning of paragraphs or summarizing the center. For a sentence or several sentences, a paragraph or several paragraphs and some related contents, it is also of great significance to grasp the key sentences to ensure the accuracy of generalization. Summarizing the main points of the content is inseparable from certain analysis. It is necessary to distinguish the outline and details of things, be good at grasping the connection of related things, and grasp their similarities and differences. The analysis of the content of the article is inseparable from the mastery of background knowledge and the understanding of expression.
3. How to improve senior high school students' reading comprehension? 1. Teachers should first improve their reading comprehension. Teachers' high knowledge reserve, humanistic quality and excellent reading comprehension ability are the prerequisites for teaching students well.
Therefore, in order to improve students' reading comprehension ability in daily teaching, history teachers should lead by example, and first improve students' reading comprehension ability. Especially in recent years, the materials of history exercises are more and more novel, and the angles of asking questions are more and more peculiar. Therefore, history teachers should keep pace with the times, read more, think more and summarize more, so as to better answer questions for students.
For example, the author has seen a material analysis problem that examines disaster relief and social security in ancient and modern times. The first material is a passage in classical Chinese. If the teacher can't understand it himself, how can he explain it to the students? Through the explanation and reflection of this exercise, I found that reading comprehension ability is not only a profound understanding of materials, but also a certain language foundation is very important.
If you can't understand the superficial meaning of the material, let alone the extended meaning. In addition, history teachers must form the habit of reading books and newspapers every day. In the process of reading, they should try to link hot issues with major historical events, draw inferences from others, and be proficient in teaching.
Second, some measures to improve students' reading comprehension ability in daily study and life. 1. When previewing, be sure to read through the textbook. Textbooks are the best teaching materials to cultivate reading ability. The model of history textbooks is a large number of words and a small number of pictures, and many concepts and knowledge points are screened out from large paragraphs of words.
We need to make it clear that the purpose of cultivating students' reading comprehension ability is to let students filter out valuable information from a large number of words. Therefore, for senior one students, reading more textbooks is the basic stage of cultivating reading comprehension ability.
For example, in the teacher-student meeting in the new semester, teachers can take 1 class as an example to guide students how to read textbooks efficiently and how to achieve the purpose of preview. For example, let students read the first paragraph first, and what useful knowledge points can be found from the first paragraph. Time, proper nouns, symbols and so on are all valuable information.
Using the preview form of tutorial cases is also a method worth considering. Teachers need to make a tutoring plan in advance.
List the main points of a lesson in the form of an outline on the study plan, leaving enough blank for students to filter information, summarize and write down when reading the textbook. 2. Teachers should pay more attention to the analysis of methods and let students talk about their own understanding.
Teachers must pay attention to teaching methods when giving lectures. Some teachers want students to get high marks in exams, but students can't understand the materials and ask them to memorize answers.
This seemingly short-term effective method has actually planted a time bomb for students' college entrance examination and even their future study. With the increasing flexibility of college entrance examination questions, the previous learning mode of reciting and memorizing answers has been unable to enable students to score accurately and quickly in the college entrance examination.
Therefore, at this stage, teachers should pay more attention to the teaching of analytical methods, so that students can stand up and talk about their own understanding. Only in this way can we find the problems and loopholes in students' reading comprehension materials and give targeted guidance, and the effect can be imagined.
For example, when explaining the problem of material analysis, the teacher can tell the order and skills of answering questions step by step, instead of telling the answer directly. For example, if you want to find information from the literal meaning of the material, you can ask a classmate to tell you what valuable information he got from the literal meaning of the material.
3. Read more extracurricular books, especially the written materials related to history. Many traditional views hold that in high school, all books unrelated to textbooks and exercise books are extracurricular idle books and should not appear in high school students' schoolbags and desks.
In my opinion, this view is not worth advocating. For high school history study, the more historical knowledge you know, the more familiar you will be with material analysis questions in the exam.
The materials in the textbook are all big frames, and many historical events are not completely described. Through the supplement of extracurricular materials, students can have a clear understanding of some vague historical events.
In this way, when you encounter a long and difficult material in the exam, you can also rely on your own historical knowledge to understand the related events described in the material and try to figure out the intention of the questioner, so as to solve the problem smoothly. Global General History is a very comprehensive history book, from which many exam materials are selected, but this book is less interesting. If students want to know more about the history of a certain stage, they can read selectively.
Books that tell history with humorous brushwork, such as Events of the Ming Dynasty and Yuan Tengfei Telling History, are good choices for further understanding of history and relaxing after class, although there are some points to be verified. 4. Difficult written materials can provide background knowledge through pictures, videos and other forms to help students understand.
Historical written materials are nothing more than a narrative of a historical event or a historical figure. In the usual training, we will certainly encounter some unusual historical events and novel angles.
For students, pictures, videos and other forms are more intuitive and easier to understand than written materials. Therefore, in some cases, it is also a good choice to use multimedia to help students understand historical knowledge.
For example, when it comes to the compulsory second national economy, many students can't remember the economic system reform of various countries. I took out an evening self-study class and showed the documentary Currency War to the students. Through the introduction of visual films, students have a deeper understanding of this unit.
Thirdly, it is concluded that improving students' reading comprehension ability of historical documents needs to be considered from many aspects. History teachers should play an exemplary role in guiding students, provide them with efficient learning methods and create a good learning atmosphere.
In addition, students' interest in history and their habit of loving reading are also very important, which also requires the encouragement and supervision of history teachers. Higher reading comprehension ability is the prerequisite for students to solve problems smoothly in exams, and it is also a tool to learn history well.
I hope my humble opinion can be criticized and corrected by my peers, and I also hope that interested peers can explore effective ways to improve the history reading ability of senior high school students with me.
4. How to improve the reading comprehension ability of high school history? Some topics are difficult to understand classical Chinese, especially those who ask Huang Zongxi and Gu Thought. Therefore, it is very important to lay a solid foundation in classical Chinese. Only by knowing classical Chinese can we understand the topic. Also, don't just stick to the knowledge of history textbooks. Many small knowledge points in multiple-choice questions can't be found in books. You can look at others. The names of some historical events in historical multiple-choice questions are different from those we often hear, such as the Reform Movement of 1898, also known as the Hundred Days Reform. It is also very useful to remember the names of all historical events. The last sentence of the topic is crucial. You must read carefully before choosing the answer.
5. Reading methods of classical Chinese: First, rely on knowledge accumulation (common function words, first, rely on knowledge accumulation, common function words, basic usage of notional words and common function words, important literary and cultural knowledge, common loanwords, meanings, common literary and cultural knowledge, important historical knowledge, etc. The second is to look at the basic skills (part-of-speech pragmatics, judgment of different sentence patterns, basic skills of part-of-speech pragmatics, judgment of different sentence patterns, part-of-speech pragmatics analysis, translation, induction, analysis, etc. Third, it depends on the ability to use flexibly (according to specific contexts and topics). Third, it depends on the ability to use flexibly according to specific contexts and topics.
Specific analysis and comparison can solve the problem accurately. 1, explain the text with questions.
Explain the text with questions. Classical Chinese reading is relatively difficult, and classical Chinese reading is relatively difficult. Most students often don't understand it after reading it once.
At this point, you need to browse the test requirements quickly, and you don't understand them very well. At this time, you should quickly browse the requirements of the test questions, especially the final summary and judgment questions, and read them carefully, which is the final summary and judgment questions. After reading them carefully, you can understand the general content of the full text, because one of the questions is often inconsistent with the original text, and the full text is generally content, because one of the questions is often inconsistent with the original text, the other three are correct, and the other three are correct, that is, a mistake is often a detail problem.
Then read the last question, question. Then by reading the last question, you will immediately understand the content of the whole text, and then read the original text, which will get twice the result with half the effort and become easier.
If you read the original text again, you will get twice the result with half the effort and become easier. 2. Explain the text sentence by sentence.
Explain the text with the text. Explaining a paragraph with a paragraph is to solve a problem with the words in the article.
Explaining a paragraph with a paragraph is to solve a problem with the words in the article. Various factors in the article have a relationship of mutual restriction and explanation, which is a basis for readers to interpret the article, such as 1994 test questions and annual test questions, and is a basis for readers to interpret the article. For example, every year's test questions are about respecting the elderly in the East. If you don't do it, you will often get uncooked rice. Why bother cooking a meal alone? "
"White rice" means white rice, because there is "white rice on a monthly salary ...". "White rice" means white rice, because there is a saying on it that "you have white rice to eat every month".
3. Comment text. 3. Comment text.
The proposer of classical Chinese will take some notes, and the proposer of classical Chinese will also take some notes, which can often bring great help to solving problems. For example, 199 1 year is very helpful to have a sentence to solve the problem.
For example, in the annual examination questions, there is a sentence "How many uncle sections the knower has, the country calls it a mockery", and the proposer notes "Uncle section, the country calls it a mockery", and on the basis of annotations, the topic "Zhou Wei" is annotated, and on the basis of annotations, a question is given: How many uncle sections the knower has, the country calls it a mockery. "This is actually to examine students' ability to solve problems."
"The reason is (what)." "This actually examines the students' ability to explain things.
The ability to write. "4. Understand the text.
To understand the text. When answering translated sentences, we should combine the context, and when answering translated sentences, we should combine the context and be good at understanding things.
For example, "give" in the sentence "give support" in 1994 is reasonable. For example, in the sentence "annual support", is it "giving" or "abundance"? Is it "giving" or "making" ... full? "It seems to be full.
But from a rational analysis, we can only say "yes". But from the analysis of the reasons, we can only take "making Fengfeng do his best because He Ziping is a retired official".
Because as a retired official, He Ziping is not dissatisfied with the general support, but with the general support. Another example is the translation of "supporting private courts". Another example is the translation of "raising a private family", which is "raising a foster mother at home or helping her manage the family" or "helping her manage the family"? Regardless of the meaning of the word, you can't say "don't talk about sex", and you can't say "help your mother keep house" because of this "housekeeper".
Because this "family management" task depends on the mother who is nearly eighty years old. Why do He Ziping and He Xiaozhi have it? Damn it, He Ziping He Xiaozhi? 5. A way to read classical Chinese: (1) Grasp the main idea and start from the back. The first sentence is to read a) Grasp the main idea and start from the back. When writing a classical Chinese, you must first have a general understanding of the full text and master as many articles as possible. Understand and master the article as much as possible.
Answer the last question. Answer the last question.
The last question of classical Chinese in college entrance examination is to judge the meaning of the text, which helps candidates understand the meaning of the text. Combined with the meaning of the text, this question helps candidates understand the meaning of the text.
(2) sentence translation, keywords. The second sentence means to make a sentence.
When translating questions, grasp the key words in the sentence. When translating questions, grasp the key words in the sentence.
The requirements of classical Chinese translation are: straightness, accuracy and complement. "Straight" means "literal translation" as far as possible when translating sentences; "Accuracy" means that the translation of key words should be "accurate" because the language of classical Chinese is concise and the translation should be "accurate"; "Complement" is because the language of classical Chinese is concise and there are many omissions. When translating, you should supplement the omitted content.
For example, those who want to rule the world and respect their names, for example, those who want to rule the world and respect their names, must respect the sages and the corporal. This sentence should be translated as "and corporal."
If a king wants to make the world stable and spread his fame (later generations), he must respect Ping and spread his fame (later generations), and he must respect the sages and treat each other with humility. This song is literally translated, and the key words are "respect name", "secondary name" and "respect name".
6. How to improve students' reading comprehension of classical Chinese is one of the tasks of Chinese teaching in middle schools.
The so-called ability to read simple classical Chinese means that students can directly read some simple articles in the works of philosophers, historians and writers since the Warring States period with the help of reference books. Ordinary ancient books, unlike our textbooks, have so detailed and popular annotations that they don't even have punctuation marks. Even simple articles are not easy to understand.
First of all, choose a chapter and do a good job of reading and reciting a chapter. This is a traditional experience. What needs further study is how much classical Chinese students must read, how much classical Chinese they must recite and how to recite a certain amount of classical Chinese.
If students really want to be able to read even simple classical Chinese books independently, they can't read 100- 150 classical Chinese, but they can recite at least 50-60 classical Chinese skillfully. The reason why students are required to read and recite 50 or 60 articles is because only in this way can students not only be familiar with the syntactic features of classical Chinese, but also master the classical Chinese vocabulary necessary for reading ordinary classical Chinese ancient books.
Middle school students have a heavy academic burden. Is it possible to read and recite 50-60 articles? If you count by ten semesters, there are only five or six articles per semester on average. As long as the reading factors in the classroom are increased, as long as the repeated tests of recitation and dictation are emphasized, and as long as the selected articles are easy to recite, it is completely possible. Of the three, chapter selection is very important.
From the psychological point of view, all works that are lively and can arouse readers' strong interest are easy to learn and unforgettable; All works that are boring and can't arouse readers' strong interest are difficult to read and easy to forget. It is important to do a good job in reading and reciting, and urge students to review repeatedly, but it is especially necessary to work hard on selecting articles, and to choose short, concise and beautiful articles for students to read intensively, and there are all kinds of articles.
In addition, it is also important to inspire students to learn by themselves in teaching methods. It is difficult for students to remember what they have learned by instilling teaching method; It is hard to forget what students have thought independently and studied carefully.
Every teacher has this experience in teaching. Second, systematically sort out and master a certain number of words. Strictly speaking, it is not enough to be able to read even simple classical Chinese books independently, just reading 100 books and reciting 50-60 short articles.
This requires us to adopt scientific teaching methods to enable students to master the classical Chinese sentence patterns and common words necessary for reading ordinary ancient books. Classical Chinese sentence patterns are not complicated and can be easily solved in teaching. This article only discusses part of the text.
The first problem to be solved here is how many common words in classical Chinese should be mastered. Common words in classical Chinese are about 1350.
Among these words, there are more than 500 students, but in fact only more than 800 need to be analyzed emphatically. This shows that even reading ancient philosophical works like Mencius, it is enough to focus on analyzing more than 800 words in classical Chinese.
Students should be familiar with these words, and after reading them, they can draw inferences from others. It is not enough to explain lesson by lesson. Students must be guided to systematically summarize and sort out after the end of a unit. My approach is: (1) In the aspect of function words in classical Chinese, the method of combining point with surface and repeatedly discriminating is adopted.
For example, pronouns, after students accumulated more perceptual knowledge, I instructed them to classify pronouns into three categories: person, instruction and question, and * * summed up 33 pronouns (including "two, two, nai, if" which are mainly not pronouns). Then take out the most common or complicated pronouns such as "Qi", "Zhi", "Bi", "Fu", "Or" and "Mo", and guide the students to analyze and discriminate repeatedly with the analysis of sentence structure.
There are about 80 function words in classical Chinese, except those that are universal or too uncommon in ancient and modern times, of which less than 30 have many parts of speech and the highest frequency. Using the above methods, students have the opportunity to identify these 30 key function words repeatedly.
(2) In the aspect of content words in classical Chinese, classified induction is adopted according to the characteristics. There are three specific methods, namely, general cohesion method, ancient and modern comparison method and comprehensive analysis method. The so-called convergence of general notes is to find out synonyms and synonyms of several lessons and add general notes.
The so-called ancient and modern comparison is to list the words that have disappeared in several classes or have the same literal meaning in ancient and modern times, so that students can refer to their notes and write modern words with the same meaning. The so-called combinatorial analysis is a comprehensive comparative analysis of words with the same literal meaning but different meanings in several classes (that is, words with multiple meanings). For example, the word "death" has the same meaning as "escape", "despair", "death", "separation", "loss" and "nothing".
Explain one or two meanings one by one, and then collect examples to guide students to distinguish the meanings in different sentences. (3) In the system of ancient nouns and things related to ancient cultural knowledge, the method of combining texts and supplementing them appropriately can be adopted.
At present, people generally pay more attention to the induction and collation of function words and content words in classical Chinese, but not enough attention to ancient cultural knowledge and nouns in the name system. In fact, these ancient nouns can be found everywhere in ancient books.
Third, guiding self-study and expanding students' reading ability can be cultivated in two stages. In the first stage, guide students to read the text with the help of notes; In the second stage, guide students to read the text without comment.
In these two stages, we should pay attention to expanding students' reading range. In teaching, I realized that to cultivate students' autonomous learning ability and expand students' reading range, teachers need to play more leading roles instead of interpreting sentence by sentence.
In classroom teaching, we should be familiar with all classical Chinese textbooks, find out students' knowledge base, determine what to focus on in this class, and be good at inspiring students to understand the text with old knowledge. For example, after teaching The Six Kingdoms, the students taught themselves once. According to the difficulties in the article and the need of systematic induction, I contacted the old class and focused on "soldier", "bribe", "mutual", "death", "violence", "fatigue", "judgment", "speed" and "harmony".
Students read the text again.
7. How to improve the reading ability of classical Chinese There are two requirements for classical Chinese reading teaching in the new curriculum standard of senior high school.
First of all, we should be able to understand the meaning of words and phrases and read the content of the article with the help of notes and reference books; Understand and sort out the meaning or usage of common classical Chinese notional words, classical Chinese function words and classical Chinese sentence patterns, and pay attention to the analogy in reading practice; Recite a certain number of famous articles. The second is to understand the Chinese national spirit contained in the works and lay the foundation for the formation of a certain traditional cultural heritage; Learn to understand the content value of ancient works from the perspective of historical development and draw national wisdom from them; Examine the works with modern concepts and evaluate their positive significance and historical limitations.
In other words, classical Chinese teaching must first overcome language barriers. Therefore, mastering common words and understanding their meanings and sentence patterns has always been the focus of classical Chinese reading teaching.
Reading aloud, reciting, inductive comparison of word meanings and sentence patterns, and modern translation of ancient Chinese are important means to improve the reading ability of classical Chinese. According to the overall arrangement of the required textbooks, this unit also needs to learn the reading methods of Essentials.
Summarizing the main points and extracting the essence is an important part of reading. Summarizing the meaning of paragraphs and summarizing the center have been trained in reading teaching in primary and junior high schools.
In high school, the difficulty of the text has increased, and the requirements of reading comprehension have improved, not just summarizing paragraphs or summarizing the center. We should be able to correctly and skillfully summarize one or several sentences, one or several paragraphs and some related contents as needed.
Summarizing the main points must be based on understanding the ideological content of the article. Reading carefully and sorting out ideas is the premise of proper generalization; Grasping key sentences is also of great significance to ensure the accuracy of generalization.
The summary of the main points of the content can not be separated from certain analysis. It is necessary to distinguish the outline and details of things, be good at grasping the connection of related things, and grasp their similarities and differences.
The analysis of the content of the article is inseparable from the mastery of background knowledge and the understanding of expression. In teaching, we should proceed from reality and guide students to master the content of the text better and more comprehensively.