2. Write a paper on ancient poetry. References should indicate whether to quote ancient poetry or not. To write a paper on ancient poetry, you don't need to indicate it in the references.
The reference cited in a paper refers to the whole reference or reference to a book or paper in the process of academic research. Literature information resources include: books, serial publications (periodicals, newspapers, etc. ), brochures, papers, patents, standards, meeting minutes, * * publications, etc.
The National Standard Document Types and Document Carrier Codes (GB3469-83) classifies documents into 26 categories according to practical standards, namely: monographs, newspapers, periodicals, conference proceedings, compilations, dissertations, scientific reports, technical standards, patent documents, product samples, Chinese translations, manuscripts, reference tools, retrieval tools, files, charts, ancient books and so on. The letters of the reference types of the extended materials are marked as follows: 1, and the reference types are monographs [M], collections [C], newspaper articles [N], journal articles [J], dissertations [D], reports [R], standards [S], patents [P] and collections [A].
2. Types of electronic documents: database [DB], computer [CP] and electronic bulletin [EB]. 3. Carrier types of electronic documents: Internet [OL], CD [CD], magnetic tape [MT] and disk [DK].
Baidu Encyclopedia-Literature Information Resources Baidu Encyclopedia-References.
3. Research references on how to improve the effectiveness of classical Chinese teaching Effective teaching is a modern teaching concept to improve teachers' work efficiency and strengthen process evaluation and target management.
I want to talk about my own superficial views on how to improve the effectiveness of classroom teaching based on my own experience in teaching. Truth is the cornerstone of improving the effectiveness of classroom teaching, and truth and effectiveness are the most essential requirements of classroom teaching.
On the one hand, "truthfulness" is the basis of all new curriculum practices. To do a good job in the new curriculum reform, we must take "truth" as the premise; On the other hand, "effectively" promoting students' development is the only sign of the success of classroom teaching.
To realize the "effectiveness" of classroom teaching, we must take "truth" as the cornerstone. First, the real classroom should be dialogue. Classroom dialogue is the link between people and knowledge, emotion and thought. In the teaching process, by guiding students to have many dialogues and exchanges with textbooks, students can experience their own feelings, physical feelings, life feelings and creative feelings, realize emotional integration with textbooks, teachers and students, and enhance their interest, which can activate the classroom and make it full of vitality.
1. Dialogue between students and textbooks. Dialogue in a broad sense can not happen directly between people, but between people and various textbooks.
Teachers should guide students to learn to approach textbooks, walk into textbooks and have extensive dialogues and exchanges with textbooks. For example, when reading "Into the Wine" in Chinese, the teacher reminds students to grasp the artistic conception of poetry in combination with Li Bai's life experience and personality characteristics, and then the students will share their inner depression and elegance with Li Bai in their galloping poetic imagination; When enjoying Car Shop, students can already understand Du Fu's tragic and desolate worries according to the original method.
At this time, the traditional methods of explanation and memory should be abandoned. When students face textbooks, they not only need to explain and remember, but more importantly, understand. "There is only one consciousness and one subject when explaining, and two consciousness and two subjects when understanding." Only in this way can we talk on an equal footing. Only in this way can students have unique insights and feelings and really improve the quality of learning.
2. Dialogue between teachers and students. All teaching is an interactive communication between teaching and learning, and dialogue teaching is no exception. It still emphasizes the interaction and mutual promotion between teachers and students.
We have long made it clear that teachers are not the rulers of the classroom, the owners of knowledge and the only givers, but now many teachers still dominate the classroom stage and dominate the classroom, and cramming teaching is still full of classrooms. And efficient classroom teaching is not who rules who, who dominates who, but equal dialogue and communication between teachers and students.
Only in this way can we learn from each other. Therefore, in dialogue teaching, the teacher's role is not single, sometimes it is a "matchmaker", sometimes it is an audience, and sometimes it is a director.
The change of role is to create situations, create situations and encourage exchanges and collisions; Stimulate students' problem consciousness, properly guide traction, and recommend the stunning scenery of the science museum to students; Often moved by students' reminders. The role of students is the same.
3. Life-life dialogue. Classroom teaching is not only a practical activity of teacher-student interaction, but also a collective learning activity of students' dialogue and exchange.
What we tend to ignore in teaching is the dialogue between students. However, this kind of dialogue is the best embodiment of dynamic thinking and dynamic teaching. It encourages students to speak freely and express their views. Enjoy knowledge, experience, wisdom and emotion through thinking collision and blending among students and between individuals and groups.
"You have an apple, I have an apple, we exchange with each other, or an apple; You have an idea, I have an idea, and we exchange ideas, so we get two ideas at the same time. " Teachers only need to adjust the temperature at the right time.
4. Students' self-dialogue. Self-talk is an advanced form of dialogue.
It is an essential quality for an excellent student. We often talk to ourselves consciously or unconsciously in our daily work. Teachers should guide students to enter their own spiritual world consciously and rationally, and communicate with their own souls through understanding textbooks and real life, so as to have their own unique discoveries, their own unique ways of thinking and verbal expressions (oral and written), form their own unique personality, learn to create thinking, purify their souls and improve their personality.
Students get the sublimation of personality in the inner questioning again and again, and this is what they have learned. Second, the real classroom should have real independent exploration and group cooperation. Independent exploration is not free exploration, and group cooperation is not going through the motions.
However, in the process of guiding students to explore knowledge, some teachers often let students explore and discuss as long as they have questions, no matter how difficult or even some questions that are not worth exploring. In the process of exploration, there are no specific requirements, tips and guidance, and the way of exploration is chosen by students themselves, and they can do whatever they like; Once you find that there is a lot of time, let the students explore "fully" to delay the time; Once you find that there is not enough time, you will go through the motions in a hurry. Often students have not yet entered the state, and the exploration is terminated.
Therefore, we should pay attention to the following points when organizing independent inquiry and group cooperation: (1) Stimulate students' desire for independent inquiry and group cooperation. Exploration and cooperation should be a need of students, a heartfelt desire, which solves the problem of "whether to explore and cooperate".
In classroom teaching, a very important task of teachers is to cultivate and stimulate students' desire to explore and cooperate, so that they are often in an impulse to explore and cooperate. (2) There should be room for exploring cooperation.
Nothing, everything needs exploration and cooperation. How big is the problem space, how big is the space for exploring cooperation.
(3) Organizations for exploring cooperation should be in place. First of all, the team should have a reasonable division of labor. In the process of students' cooperative learning, teachers should not be bystanders, let alone outsiders.
Teachers and students should be organizers and guides of cooperative learning, listen carefully to everyone's speeches, and communicate and guide with team members in time.
4. What are the references for Chinese reading teaching in junior middle schools [1] Li Guodong. Theoretical Dilemma of Reading Teaching, Chinese Teaching Newsletter, No.5, 2007 [2] Yi Hao. Analysis of Chinese reading teaching in middle schools under the guidance of Constructivism, Exchange of Science, Education, Culture and Health, No.0 1 2007 [3] Zhong Wang. China Science and Education Innovation Herald, No.455, 2007 [4]: On the reference of Zhu Zi's reading method to Chinese reading teaching in middle schools; Educational Theory and Practice, No.2007 10 [5] Zhao Nianxiu: On Ye Shengtao's reading course; Journal of Hunan First Normal University, June 2007 [6] Feng Wenda: On. August 2007 [7] Wang Aidi. Reading methods that American junior high school students should master, Chinese Teaching Newsletter, No.2007 1 issue [8 Chinese Teaching Newsletter, No.3, 2007 [9] Zhang. Prospective and the exploration of Chinese reading teaching in middle schools, Modern Chinese, No.4, 2007 [/kl] Chinese Teaching Newsletter, No.2, 2007 [12] Chen Yizhen: Strategies for Personalized Teaching of Chinese Reading in Middle Schools, Teaching and Management, May 2007 [13] Zhang Xianying: On Personalized Teaching Strategies in Chinese Reading Teaching in Middle Schools, Chinese Studies, May 2007 [6503]. Chinese Construction, No.7, 2007 [15] Wang Chuanlin: Exploring the text meaning in Chinese reading teaching in middle schools, China Off-campus Education, February 2007 [16] Qu Weizhong: Strengthening the original feeling of reading teaching, Chinese Teaching Newsletter, No.5, 2007 [65436]. Chinese teaching in middle schools in September 2007 [18] Yu Yingchao: Research and practice on "main problems" in reading teaching, Chinese teaching in middle schools in September 2007 [19] Chen Xiaowen: problem design in Chinese reading teaching, New Chinese Learning, No.3, 2007 [29]. August 2007 Chinese teaching in middle schools [2 1] Li Zhiqing: Design strategy of classroom activities in reading teaching, Chinese construction, No.7, 2007 [22] Qin Changli,: Using clues to influence the whole text-Examples of several skills in reading teaching design, New Learning of Chinese, No.65438, 2007+. Examination, No.2, 2007 [24] Yu: Skills training: the theme of reading class, Chinese teaching in middle schools, June 2007 5438+ 10 [25]. On the characteristics of reading teaching language, Chinese construction, No.3, 2007 [26] Zhou Xiufang: Chinese teaching newsletter, 2007. Chinese teaching in middle schools, September 2007 [28] Wang Yonghong: On Chinese reading teaching in middle schools; Network Science and Technology Times, No.6, 2007 [29] Kong Ailing: Reading Club: A Practice. Chinese Construction,No. 1, 2007 [30] Zhu Congguo: Taking test questions as teaching materials-Some practices of modern Chinese reading teaching in senior three, new language learning,No. 1, 2007 [3 1] Shen Jian: How to guide students to immerse themselves in classroom reading. Chinese teaching in middle schools in May 2007 [33] Gui Qian: Reflections on Chinese annotation reading teaching in middle schools, Science and Technology Information, No.9, 2007 [34] Happy spring: A preliminary study on divergent thinking training methods in Chinese reading teaching in middle schools, Examination, No.8, 2007 [35] Beixue: Reading teaching, teaching with life. "New Language Learning" No.2, 2007 [36] Yu Yingchao, etc. Series lectures on theme unit reading teaching design, Chinese teaching newsletter, 2007 [37] Yu Yingchao. Taking reading as an example to talk about poetic skills in teaching design, Chinese teaching newsletter, 2007 [38] Li Yingjie. Causes and countermeasures of inefficient reading teaching, Chinese construction, No.9, 2007 [39]. 2007 [40] Chu: Reflection on reading teaching under the background of new curriculum reform, Chinese Teaching Newsletter, No.2, 2007 [4 1] Lin Yada and Zhu Yuxin. Chinese teaching in middle schools in March 2007 [42] Liu Shuai: worrying reading formulation, Chinese Teaching Newsletter,No. 1 2007 [43] He Jianying: Reading class, reading, speaking? New Language Learning, No.2, 2007.
5. The usage and meaning of the word "er" in classical Chinese are more complicated in ancient Chinese (classical Chinese), with two pronunciations of ér and néng; ; It can be a real word in some sentences and a function word in another sentence; Content words can be nouns, verbs or pronouns; When making function words, they can be conjunctions or auxiliary words. There are about a dozen meanings and usages. Here, according to the explanation in the preferred ancient Chinese reference book "Ci Yuan", I add some sentences in classical Chinese in middle school textbooks as examples, and give you a call at the same time. One, two cheek hairs are shaped like hair. Anything with drooping scales is also called it. For example, Zhou Li Gao. The pronoun "er" ru means the second person address, which can be translated into "you" and "you". For example, the three conjunctions of "somewhere, but my mother is here" in Lingzhi indicate a coordinate relationship, and the two conjunctions are insignificant in meaning. It can be translated into "he", "he", "you" and "he" or not. For example, The Debate between Two Children: "This is not the small one far away, but the big one near" indicates the relationship of succession, and the two conjunctions can be translated as "Jiu", "Then" and "Lai". It can be translated into "besides", "besides" and so on. For example, "learning while using" in The Analects of Confucius indicates a modifying relationship, and the modifier in the previous paragraph connects the adverbial and the head without translation. For example, ⒌' s "One Mountain in Gong Yu": "He laughs repeatedly" indicates a turning point. The subject and predicate in clauses are often linked together and can be translated into "if", "if" and "if". For example, China said: "Make the whole country teenagers", so for example, Xunzi advised: "Jade is lush in the mountains, pearls are born in the depths, and cliffs do not fade." Four auxiliary words, used with locative words such as up, down, direction, etc., indicate time or range and can be translated into one. For example, China's ancient paintings, from the perspective of portraits, are mostly constructed by meaning. 1. is equivalent to a branch. For example, The Analects of Confucius. Already! Today's politicians are at stake! "Five links" are like ""similar ""similar ". For example, The Book of Songs Xiaoya Durham: "Durham is a gentleman and a woman with curly hair." Second, néng's six-way "can". 1. Yes. For example, Mozi's Reference: Middle School Classical Chinese Etymology and Index Dictionary Answer: 2007-10-16: 22 Revision: 2007-10-1821:50.
Other answers ***2 Answer comments ┆ Report the usage of the word "two" in the classical Chinese of The Wise. Grammatically, there is no difference between the two verb-object structures before and after the connection of "er", and there is no progressive and turning relationship. And (1) the second personal pronoun, (2) is generally used as the attribute of a place, where the mother is. (2) Adverbs are translated into "JIU". But when can we be happy? (3) The coordinate relation of conjunctions is generally not translated. The crab kneels six times and pinches twice. Progressive relations are translated into "harmony" or "harmony". A gentleman is knowledgeable and saves himself by participating in daily activities. Inheriting relationship is translated as "JIU", "knot" or not. We are eager to return, but we send it into the water loudly. The turning point is translated as "but" or "but". ⑥ Modifying the relationship and connecting the adverbial and the head word can be translated into "ground" or not. I have been thinking all day, but it is not as good as what I learned in an instant. Causality translates as "therefore". I'm sorry, too. It didn't have the pleasure of traveling with my husband. 8 metaphor, translated as "like". The army was shocked. This article took 20 * *. Understand their respective tones and explore the reading rules of "Er". (1), the satrap and guests are drinking here ... and the year is the highest (progressive, rereading) (2), Ruofu ... Cave (career, light reading) (3), back to back, returning at dusk (modified)