Generally speaking, it is more appropriate to arrange four stages for Chinese general review. In the first stage, review is carried out according to the arrangement order of teaching materials units (generally called horizontal review), and one unit is tested. The review at this stage focuses on mastering textbook knowledge, improving ability and systematizing textbook knowledge. In the second stage, review is carried out according to the 37 ability requirements specified in the exam (generally called longitudinal review), one by one review, one by one implementation, one by one training, and finally, systematization. The third stage is the comprehensive training stage, through a series of exercises and limited training. This stage of review aims to improve the ability to use knowledge and do a good job in pre-test training. The fourth stage is for students to read books by themselves, summarize by themselves, check and fill gaps by themselves, and save energy for the college entrance examination. Generally speaking, the overall schedule of the review stage of senior three is tight before and loose after. Half a month before the exam belongs entirely to our students, and we have a process of appreciation, digestion and deepening understanding.
2. Be controllable and targeted.
Chinese review plan should embody quantitative control and the controllable and targeted principles of quantitative control. The so-called quantitative control is to control the review time of each class, the review of classroom teaching content and the training amount of teaching materials. Insufficient quantity, of course, can not complete the established review task; Our students are overwhelmed by frequent measurements, which will also affect the completion of review tasks. At present, the biggest difference of quantitative control is the control of training quantity. In the later period, our practice is: practice evaluation, practice a little bit a day, practice a week in the middle and practice a lot in January. There is also the "sea of people tactics." How many questions to do to make it a "sea" is unknown. We believe that as long as we don't do "repetitive work" exercises, it is not "crowd tactics." The standard to measure whether it belongs to "repetitive work" is: after each exam, if the correct rate is higher than 80%, it is considered that the knowledge points and ability points have met the requirements, so you can do less such exercises in the future; If the correct rate is lower than 80%, it is considered that the knowledge points and ability points can not meet the requirements, so you can do more such exercises in the future. In this way, we can carry out targeted training and reduce ineffective labor. The so-called fixed degree control is to adjust the rhythm and content of training according to the level and characteristics of students' physical and mental development, and teach students in accordance with their aptitude. During the review, some students are tired of single language training, which is a dangerous signal. Poor control will affect the review effect. In fact, this is not surprising, because according to people's psychological and physiological characteristics, repeated single labor will cause brain fatigue.
Step 3 be flexible
The general review of Chinese has been planned, including the arrangement of time and content, and the arrangement of review methods. What kind of review methods are used in a certain stage, a certain unit and a certain class must be specific, detailed and practical. At the same time, it can be flexibly adjusted according to the actual progress of review, so that review can exert the greatest benefit and achieve the best effect.
The method of Chinese general review in college entrance examination
If you want to get twice the result with half the effort, you must also learn to use your head. We can review from the following aspects:
(1) Building a knowledge system for test sites.
In the preparation review, for many knowledge points, you can't just see the trees and not the forest; It is efficient to review from a strategic perspective. Therefore, gradually building a complete knowledge system is our primary focus.
First of all, pick up and fill in the gaps, sort out and summarize the basic knowledge, thus forming a complete Chinese knowledge network system composed of a subsystem.
Secondly, point out the key points, clarify the difficulties, eliminate the obstacles of knowledge, and clarify the specific direction of efforts.
Thirdly, concentrate on strengthening weak links, make up for knowledge defects in a targeted manner, and don't let go of the "shortest board" in the barrel easily.
(B) the effective use of textbooks
Mr. Ye Shengtao once said: "Textbooks are nothing more than an example." It means that learning Chinese should not stick to textbooks, but should be able to jump out of textbooks, but it is by no means to despise textbooks. Some people think that the current college entrance examination does not directly give questions from textbooks, so it is useless to read textbooks, so they throw away textbooks and plunge into the sea of questions. Actually, this is a misunderstanding. Throughout the past two years, although the number of Chinese test questions directly from textbooks has obviously decreased, if we study deeply, most of these test questions can find direct or indirect correspondence from textbooks, which is a clever transfer and reasonable deepening of textbook knowledge. Therefore, to do a good job in reviewing senior three Chinese, we should be good at taking textbooks as examples, and carry out multi-angle, multi-level and multi-functional review training, so as to "migrate" from textbooks, "deepen" from textbooks and "integrate" from textbooks as examples. In a word, it is "using textbooks scientifically and attaching importance to the college entrance examination". Specifically, we can start from the following aspects:
1. Migration extension extension
Migration means extending and developing from textbooks, horizontally broadening textbook knowledge and adding new knowledge fields. There are two kinds of contents that can be transferred in the textbook: First, it has been mentioned in the textbook, but it is not exhaustive, leaving a knowledge space that needs to be enriched and compensated by the reviewers. Second, textbooks provide us with "examples" of certain knowledge or training, but they are very limited. We can't stop here. We should take "this" as an example to expand and supplement similar examples to broaden our horizons and increase our knowledge.
2. Deep analysis and understanding
The knowledge presented to us in Chinese textbooks is superficial, ready-made and static. We should dig deeper to understand and understand its deep content, inner meaning and implied information. The depth of analysis and understanding should be consistent with the outline, and the direction should always face the college entrance examination. For example, questions 14, 15 in the 1998 college entrance examination and questions 8 and 9 in the 1999 college entrance examination all analyze, understand and judge an ancient poem, but the content of the examination is different. The former is rhythmic poetry, and the option design is from words to sentences, from shallow to deep, from content to characteristics. The latter is a seven-character quatrain, and the option design is carried out by clauses, from distribution to total, mainly involving content and characteristics; This type of question is exactly the same as the typical example in the fifth grade 127 page unit knowledge. It is an analysis and understanding of Du Fu's On Meeting Li Guinian Downstream, which is excavated from five levels. Although there are only more than 600 words, the depth of the analysis touches on life experience, ups and downs of the world, ups and downs of society, thoughts and feelings. This is obviously a good example. If we take this as an example, we will select a number of famous poems, nouns and songs to analyze and understand them from the shallow to the deep. Even if you can't directly check the numbers with the college entrance examination, you will also provide candidates with "examples" of analysis, understanding and deepening. It feels like you have seen and practiced, and you won't be embarrassed on the spot.
3. Contrast carding application
Only comparison can distinguish, and the process of preparing for the exam is also the process of knowledge comparison; Combing is to systematize and clarify knowledge, and a considerable part of Chinese review is combing; Application is the ultimate goal, and the whole purpose of college entrance examination review is application. Every year, there are dozens of Chinese test questions in the college entrance examination, all of which are the crystallization of knowledge comparison, combing and application.
There are two kinds of comparison: vertical and horizontal. Vertical comparison is generally in the order of time or dynasty. For example, the development of China ancient literature genre is: The Book of Songs in the Eastern Zhou Dynasty → Prose in the Pre-Qin Dynasty → Yuefu in the Han Dynasty → Poetry in the Tang Dynasty → Song Dynasty → Novels in the Ming and Qing Dynasties. Taking this as a line, the vertical contrast forms genre contrast, and the relevant texts and authors in high school textbooks are strung together to prove it, and at the same time, they are supplemented appropriately. Review in this way, and the context will be clear. The content of horizontal comparative review is more, that is, to determine a comparable standard and project, that is, to say * * * and to find personality, the difference is almost the same, and the same is different. Most of the knowledge in the textbook is scattered, so it needs to be summarized and arranged to make it networked, so that the advantages of the textbook can be brought into play, which is also an important aspect of preparing for the exam. For example, the 170 (first) poems in Gao Yu's textbook can be reviewed according to novels, essays, narratives, argumentative essays, expositions, plays, poems, Sanqu, practical writings and classical Chinese, so as to avoid the possible disadvantages of paying attention to one thing and losing the other.
(C) the effective use of exercises
1. Language knowledge and ability should be dispersed. Chinese knowledge and language application ability are the focus of Chinese subject training and examination. There are two deviations in the previous training: one is to pursue systematization too much and dig deep into terminology; The second is to concentrate on repeated training for a period of time. The college entrance examination proposition jumps out of the analysis of static language, opens the boundaries of grammar, rhetoric and logic, and emphasizes the dynamic use of language. So there is no need to spend more energy to pursue systematization; It should be mainly spent on understanding and application. This kind of training should last for a long time, which can not only prevent boredom, but also help to strengthen the sense of language in repeated training and transfer.
2. Pay attention to classification training. With the progress of review, it is necessary to do more classification training synchronized with the review content, which is conducive to strengthening the review content in comparison. Classification training is the most effective training. Comprehensive training and simulation training, if of high quality, generally have the advantages of large coverage, paying attention to ability examination, comprehensive questions and reasonable scores, and their scores can be referenced. However, if comprehensive exercises are used instead of classified exercises, firstly, unnecessary repetitive exercises cannot be avoided; Second, it is not conducive to mastering the review points in sections and blocks.
3. The following aspects should be paid attention to in practice:
(1) The purpose of the test, that is, the content of this test, must be closely related to the test instructions.
(2) the perspective of conception and proposition, that is, through what, or from what angle to examine. For example, choosing a topic for an article can examine the accurate understanding of the characteristics of the explanatory object and the author's emotional tendency; Understand the relationship between sentences through the choice of related words; Through the transformation of sentences, the understanding of the meaning of the text is investigated.
(3) How the interference term interferes. The function of the interference term is to "induce the answer", which is specious, which is not the same as the "specious" situation. Some coverage is too large, some coverage is incomplete, and some concepts are stolen; Some seem to be separate correct judgments, but they are not involved in the article; Some people talk about this in the text, but talk about that in the title, that is, "stealing the topic" or violating "identity"
(4) Ideas and basis for solving problems. The choice in the test paper generally does not reflect the right or wrong in the process of solving problems and the advantages and disadvantages of ideas. Through the analysis of thinking and foundation, it is beneficial to consolidate knowledge and improve ability.
(5) Make appropriate expansion. After practicing once, several times or for a period of time, add some exercises with the same nature and changing proposition methods, so as to understand both its "Sect" and its "change" and master the correct answer law of the test questions in the training of "not leaving its Sect".
In a word, reviewing the college entrance examination is very important for students. We should cultivate the habit and ability of thinking and solving problems independently. Be a little skeptical, don't be superstitious about teachers, books and college entrance examination questions; Learn to find problems by yourself, analyze problems by yourself, and then solve problems by yourself.
Correctly handling several relations in reviewing Chinese in senior three.
Review is a very important link in the learning process. In this link, we should always adhere to the guiding ideology, that is, we should take review as the starting point for learning to rise and deepen, so as to achieve the purpose of improvement, not only in knowledge, but also in concept, method and ability. Review should be more about rules and methods. Therefore, in the process of organizing the general review, we must correctly handle the following relations in the review process.
First, the relationship between stage review and general review
Stage review and general review should complement each other, and stage review is a very important link to organize general review correctly and effectively. It is not advisable to review chapters and units well, but we should try our best to catch up with the progress and be prepared to spend most of our time and energy on the general review. This will inevitably lead to "raw food" in knowledge learning, and it will inevitably find that there are "loopholes" in the mastery of knowledge in general review, and it is impossible to achieve the purpose of "reviewing the old and learning the new". That is, you can't gain new knowledge and experience on the basis of reviewing old knowledge. Therefore, it must be clear that review is not to repeat what you have learned before, and review and repetition cannot be equated. You can't master knowledge through repetition. Review should include new factors, and further digest knowledge through review to make it comprehensive and structured, so as to achieve the goal of consolidation and deepening. Therefore, it is necessary to regularly and systematically review the stages, check the mastery of knowledge in various ways, find problems and solve them in time to make the chapters clear. We should pay attention to "solidity", try not to have any problems left over, and review with new ideas, so as to: recall and consolidate knowledge; Check for leaks and fill gaps, so that knowledge is complete; Integrating and systematizing knowledge; Comprehensive application makes knowledge practical. Review the past first, then associate with it, and closely link old and new knowledge; Seek common ground first, then seek differences, and seek common ground and seek differences for coordinated development; Understand first, then innovate, from copying to creating.
Second, the relationship between textbooks and reference materials.
Textbooks are not only the basis of teaching, but also the basis of review. It is necessary to correct the shelving of textbooks and plunge into the pile of reference books. It is necessary to straighten out the relationship between textbooks and review materials, and make it clear that review materials serve to learn and consolidate textbook knowledge. The relationship between them should be textbook-oriented and textbook-based, and the idea of expanding knowledge with review materials should not put the cart before the horse. We should unify teaching materials and review materials in the knowledge structure. When choosing review materials, we should pay attention to the applicability and don't lead the review astray.
Third, the relationship between knowledge and ability.
Judging from the college entrance examination proposition, the content of "reciting" only accounts for 10% of other test questions except composition questions, that is, the remaining 10 points. In the future, we will continue to reduce the examination of rote memorization and declarative knowledge, advance to the level of "application", and pay more attention to students' "application" ability. The relevant person in charge of the Ministry of Education recently clearly pointed out: "It is necessary to further establish the guiding ideology of competency-based proposition." Therefore, the requirements of college entrance examination for students' ability are getting higher and higher, and it is becoming more and more comprehensive. Grasping both the foundation and the ability should be the direction of our efforts. When reviewing, it is not enough to have a "big and complete" knowledge. The key is whether you have the ability to use knowledge to solve new problems; Otherwise, we will find that students can easily do the reviewed questions in the exam, but they can't do anything about the questions they haven't done because they lack the ability. Students' ability is constantly developing in the process of exploring, acquiring, understanding and applying knowledge. Therefore, we should cultivate our own ability in imparting knowledge, and the two should keep pace and grow synchronously. Such as self-study, reading, memory, expression, imagination, analysis and judgment, induction, generalization, practice, information processing and so on. To cultivate and develop students' ability, we should learn the whole process of teachers' thinking in teaching, how to analyze, judge, reason and choose methods, and how to change the angle of thinking to remove obstacles when thinking is blocked. Overcome that familiarity and remember the solutions of various questions, so that you can "sit in the right place" when you meet the same type of questions in the exam. In essence, this is to restore the "application" with high cognitive level to "memory" with low cognitive level through a large number of mechanical memories. Without real application, the learning ability is shrinking and the topics are ever-changing. It's not enough to learn by rote, we must be able to cope with changes with the same. This is the ability. Therefore, we must implement the ability training in every study and review.
Fourthly, the relationship between intelligence factors and non-intelligence factors.
Modern psychology tells us that if any kind of compulsory training can't be done, the result will be either half the effort or counterproductive. Chinese review in senior three is such a compulsory training. Therefore, we must first arouse the interest of active investment.
Piaget, a famous psychologist, said: "Interest is actually an extension of needs, which shows the relationship between objects and needs, because we are interested in an object because it can meet our needs." It can be seen that in the review process, we must be full of interest in Chinese knowledge in order to stimulate our interest in learning and reviewing, which is effective; On the contrary, if we are not interested in Chinese, not only can we not arouse my enthusiasm for learning, but we will have resistance, and naturally there will be no review effect.
Chinese college entrance examination is a selective examination, which includes all the basic knowledge of Chinese and the basic ability to analyze and solve problems by using these knowledge. To achieve this higher requirement, on the one hand, we must rely on students' solid study and accumulation in the whole middle school Chinese learning, on the other hand, we must choose scientific methods to conduct comprehensive and systematic review and training in the college entrance examination review process.