1. The full text translation of the high school classical Chinese reading training step by step consolidation and improvement, just translate
You can count the questions in Baidu and search for O (∩_∩) O~ Yuezhou Zhao Gong : In the summer of the eighth year of Xining, the Wuyue area suffered from a severe drought.
In September of this year, Zhao Gong, a bachelor of Zizhengdian Palace, became the governor of Yuezhou. Before the people were spared from the famine, a document was issued asking each county to see how many townships had been affected by the disaster, how many households the people could feed themselves, how many people should be provided with relief food by the government, and migrant workers could be hired to build ditches and embankments. How many places are there, how much money and grain are available for distribution in the warehouse, how many wealthy households can be recruited to provide grain, how much surplus grain left by monks, Taoists and scholars is recorded in the books, let each county submit a report to the magistrate, And prepare carefully.
Prefecture and county officials registered reports that there are more than 21,900 orphans, old people, sick, and infirm people in the state who are unable to support themselves. It has always been a rule that the government should stop distributing relief to the poor every year when it reaches 3,000 stones of grain and rice.
Zhao Gong collected the grains and rice left over from the wealthy families and the monks and Taoists. He obtained more than 48,000 dan of grain, which he used to subsidize the cost of relief. Let it be stipulated that starting from the first day of October, each person will receive one liter of relief food per day, and children will receive half a liter per day.
Duke Zhao was worried that too many people receiving rice would trample on each other, so he asked men and women to receive rice on different days, and each person received two days of rations at a time. He was also worried that the villagers would be displaced, so he set up fifty-seven food distribution points on the outskirts of the town to allow everyone to receive food at their convenience, and informed everyone that food would not be distributed to those who left their homes.
It was estimated that there were not enough officials to handle grain distribution, so they selected officials who were not employed and lived in Yuezhou, provided them with grain and entrusted them with tasks. Those who cannot feed themselves have such a provision.
Those who could afford to buy grain warned the rich not to hoard rice and not sell it to them. He also transferred official rations for them, totaling more than 52,000 dan, and sold them to the people at a stable price.
Set up eighteen grain selling points so that people who buy grain can act like those who receive grain. They also hired migrant workers to repair the city wall, which was 4,100 feet long, costing 38,000 workers, and calculated the wages paid to their servants.
If there are people who are willing to borrow money at interest, the government advises wealthy people to lend them money. When the fields are ripe, the government will step in for the creditors and order them to repay. Abandoned boys and girls were put up for adoption.
In the spring of the next year, the plague was very serious. The government set up hospitals to house homeless patients.
Recruit two monks and entrust them to take care of the medicine and food of the patients so that those patients will not lose their support. According to regulations, relief to the poor will stop after three months in a disaster year. This year, relief was not stopped until May.
If there is any matter that is inconvenient to be dealt with through official documents, Mr. Zhao will always take responsibility himself and will not implicate subordinate officials. If you ask your superiors for instructions, if they are of greater benefit to disaster relief, they will be implemented immediately.
During this period of time, Mr. Zhao never slacked off in his hard work in the morning and evening, and he would handle all matters personally, no matter how big or small. Most of the expenses for giving patients medicines and meals are their own money.
When the people unfortunately encountered drought and plague, they were able to avoid tossing and tossing to death; even if they died, there would be no one to bury them, all because of the power of Duke Zhao. At this time, drought and plague spread throughout the Wuyue area. The people suffered from famine and plague, and nearly half of them died. There was no greater disaster than this.
Duke Zhao comforted the people, and the people especially felt that they had support and a destination. It is used to plan things to settle the people, which comes first and which comes last, how to start and how to end. In all these aspects, the twists and turns are thoughtful and detailed, and every detail is taken into consideration.
Although his administration was only in Yuezhou, his benevolence was enough to show to the world; although his measures were only implemented in a short period of time, his methods were enough to be passed on to future generations. When disasters occur, they cannot be avoided in peacetime, but they can be prepared for in advance.
I specially went to Vietnam for interviews and collected a set of methods implemented by Mr. Zhao, and I am happy to record them in detail. It will enable officials who are determined to do things for the people in the future to implement the methods that Duke Zhao has tried when they unfortunately encounter disaster years. The regulations for disaster relief do not need to be formulated in an instant. So how can Duke Zhao's benevolence be said to be Is it small and only affects the immediate area? Li Linfu: Xuanzong held a banquet downstairs in Qinzheng. There was no one living in the alley. After the banquet, the emperor still lowered the curtain to watch.
Lu Xuan, the minister of the Ministry of War, said that the emperor had returned to the palace. He lowered his whip and pressed the bridle, walking downstairs. Xuan was known as elegant, and her style was pure and pure. The emperor saw her off without realizing it, and asked around her, "Who is it?"
At that time, Lin Fu held power and was afraid of being able. The emperor favored him and offered bribes of gold and silk, so Lin Fu knew all about the emperor's movements. The next day, Lin Fu summoned Xuan's disciples and said: "The virtuous gentleman is expected to be respected by the Qing Dynasty. He is a talented person from the south. Is this okay? If you are afraid of leaving, you should ask the old man. Otherwise, I will still be a guest of Zhan." It is his duty to divide the affairs of Dongluo."
When Zi returned, he asked if it was possible, so Xuan took Binzhan as his minister. Lin Fu was afraid that he would be well-behaved, so he went out to serve as the governor of Huazhou. Within ten months, he falsely accused him of illness, and the county ignored him. He was assigned to Prince Zhan as a minister and placed outside.
Emperor Xuanzong of the Tang Dynasty held a banquet under the Qinzheng Building. Everyone in the streets was empty. After the banquet, the emperor was still watching the street scene behind the curtain (but outsiders did not know this). Lu Xuan, the Minister of War, thought that the emperor had returned to the palace, so he dragged his whip, relaxed the reins, and galloped downstairs.
Lu Xuan has always been known for being elegant and now she is even more elegant, elegant and capable. The emperor couldn't help but stare at him and watched him leave. The emperor asked his attendants: "Who is he?" Xuan's name was told according to the truth, and the emperor praised Lu Xuan very much for her romantic style. At that time, Li Linfu had just come to power and was very jealous of his talents. Li Linfu did not bribe anyone favored by the emperor without heavy bribes.
Therefore, Li Linfu knew everything about the emperor's every move. The next day, Li Linfu summoned Lu Xuan's son and said to him: "Your Majesty is highly respected and has a far-reaching reputation. Now the south needs a talented official. Now the emperor's thoughts are on Jiaozhou and Guangzhou. Your Majesty can take care of the Emperor's worries." If you are afraid of the remoteness of the south, let him retire and return to his hometown. Otherwise, let him serve as the crown prince's assistant prince guest or prince Zhanshi to the eastern capital Luoyang."
Lu Xuan's son returned home and told his father exactly what Li Linfu wanted, and Lu Xuan asked for the appointment of Prince Zhan Shi. Li Linfu was afraid of causing public outrage, so he sent Lu Xuan to be the governor of Huazhou. Within a month, he falsely accused him of being ill and unable to handle local affairs, and gave Lu Xuan an official position other than the prince's official post. 2. How to improve high school extracurricular classical Chinese writing
(1) Basic conditions for good reading comprehension 1. Basic classical Chinese words.
No matter how strong the student's ability to infer from context clues is, if most of the numerals in the context are new words to him, then even if the inference ability is quite strong, it can only be "no way" Let’s start”. Usually, there are classical Chinese words that go beyond the outline in the reading passages, but there are not many new words that appear in each passage, and it generally does not affect the understanding of the entire passage and the ability to answer questions. However, there are many exam questions. It comes from 40 classical Chinese texts in high school (sometimes involving ancient poetry).
Therefore, a solid grasp of the basic 18 function words and 120 content words is a "long-term solution" and you must not fantasize about "castles in the air." 2. Develop inference ability.
On the one hand, you can make inferences based on context clues; on the other hand, you can master common word formation methods. For example, the pictograms, instructions, meanings, and pictophones in the composition of Chinese characters are also important ways to expand students' vocabulary.
3. A relatively broad range of knowledge. As a language, Chinese is originally a medium of expression. Therefore, it has obvious "interdisciplinary" and "cross-field". If the content of the article We already know very well that, naturally, the reading materials are unpredictable, and the effect will definitely be good; on the other hand, understanding is relatively time-consuming and labor-intensive, and may still be "thankless". Therefore, it is also necessary to read more history books or simple ancient texts.
(2) Effective ways to cultivate and train students’ reading comprehension ability 1. Make good use of teaching materials. Each textbook in the textbook has two units of classical Chinese, and there are also supporting exercises on classical Chinese content words and function words after class. These are ready-made and well adapted to students of different levels, and can help students progress from the simple to the advanced. Gradually master the classical Chinese words.
Reading the text is the main way for students to understand and master the teaching materials. The ancients said: "Read a book a hundred times, and its meaning will become apparent."
Understanding textbooks is a dialectical process that combines perceptual knowledge and rational knowledge. Students have a perceptual understanding of the reading object, which lays the foundation for understanding the textbooks. foundation. Reading comprehension is the multi-level reading of texts by students themselves under the guidance of teachers.
The teaching of classical Chinese reading classes generally goes through the following levels: Step 1: Skim reading or rough reading: assign tasks (understand the general idea) → rough reading → check. Step 2: Intensive reading: Assign tasks (guess word meanings, find theme sentences, grasp details, etc.) → read according to specific task requirements → check.
Step 3: Familiar reading: assign tasks (understand the full text in detail) → read carefully and underline paragraphs, key points and doubtful points → check. Step 4: Study: assign tasks (read the text repeatedly and think repeatedly) → study (strive to be inspired by what you read, activate your thinking, and creatively treat the knowledge and conclusions provided by the text) → check.
Finally: summary. Checking methods include dictation, selection, judgment, inference, etc.
The above levels of reading comprehension have gone through the process of "reading → discussing → re-reading → re-discussing" and the process of "overall understanding → partial understanding → overall understanding". It provides students with a macro-awareness of reading, strengthens students' information abilities, and lays a foundation for consolidating and applying knowledge.
Teaching the text is a further understanding of the teaching material and language learning. After the "reading" stage, students have a more in-depth and comprehensive understanding of the reading materials. This is to enable students to solve their difficult problems in a timely manner, learn language and writing, and clarify the author's ideas, thoughts and feelings. , accumulate knowledge.
Mainly includes: analyzing the central idea of ??the article, analyzing the structural arrangement of the article, and learning content words, function words, sentence patterns and grammar. In this process, passive teaching in which teachers only speak and students listen should be overcome.
Do exercises to enable students to consolidate knowledge and apply knowledge. After students understand the teaching materials, in order to firmly remember the knowledge they have learned and prevent forgetting, they need to do various forms of training to strengthen the traces of knowledge in their memory and form a strong connection. However, students' understanding of the knowledge does not mean that they will be able to apply it. Knowledge does not mean the formation of skills and techniques for applying knowledge.
In order for students to understand concepts, master theory, apply knowledge in practice, and form skills and techniques, it is not enough to simply use their brains to deepen their understanding and memory of knowledge. Students must also be guided to use their words and hands-on skills. It can only be achieved by performing actual exercises or operations. Students' ability to apply knowledge is gradually developed and perfected through repeated practice, from initially incompetent, inaccurate, and unskilled to more capable and more accurate. However, in order to enable students to successfully master skills and techniques, Not only should we pay attention to the quantity of exercises, but we should also improve the quality of exercises and improve the methods of practice.
Practice methods include: question and answer - ask questions about the text. The questions can be memory questions (the answers are in the text, you can answer them by remembering), comprehension questions (the answers are in the text, But it is not necessarily ready-made), application questions (the answers require the application of knowledge in the text or new language knowledge), creative questions (the answers require students to think independently and use their creativity), evaluative questions (the answers require students to express their personal opinions , express different opinions); conduct a coherent dialogue about the text content; retell the text. This is one of the more commonly used content-centered exercises in text teaching, which can be used to train students' ability to organize materials and speak. 2. Appropriately increase extracurricular reading materials.
Set aside one class per week and spend 20 minutes on speed reading training. Choose a short text of about 200 words with moderate difficulty, and add 5-10 comprehension test questions, such as word explanations or short sentences, so that students can quickly read the entire text within a limited time, complete the exercises, and then use the remaining time to check their understanding. Accuracy rate, coaching and evaluation.
Carry out extracurricular reading activities. To improve students' reading ability and self-study ability, it is not enough to only conduct speed reading training.
Based on two or three classical Chinese articles per week, students can only read 20-30 classical Chinese articles in a semester, a total of 15,000-20,000 words of reading, which is not enough for students to gain independent reading knowledge. Basic skills in classical Chinese writing. Therefore, in addition to speed reading, extracurricular reading activities can also be carried out with the purpose of increasing the amount of reading.
Provide students with more short reading materials with a wide range of topics, and require students to exchange different reading materials with each other. Each student is required to read 1,000 words of classical Chinese essays outside class every week, and use Time exchange for activity classes. In this way, it not only increases the amount of reading, but also expands students' knowledge and improves students' reading interest.
3. Improve the appreciation of ancient poetry and classical Chinese in high school. Some of our classmates were doing appreciation of ancient poetry, and encountered many problems
After getting the classical Chinese text, first analyze the sentence, delineate the sentence components, and first distinguish the subject, predicate, object, and tense. Supplement, this way you can more accurately grasp the main idea of ??the sentence. Then find the keywords based on experience. Generally speaking, there will be two keywords in a sentence. If it is only a two-point question, then there will be only one keyword. Keywords are generally It is a relatively biased and difficult usage of content words, or it may be a special usage of function words. For example, "so" is two separate characters in ancient Chinese. As a character structure, it also has a special usage: "use..." "Method". Basically find out the sentence context and key words, then you can grasp the general meaning accurately, and then refine the details. If it is an exam, the marking teacher will first read the translation of your key words, and then read the sentences. To the effect, if you answer the questions like this, you will generally not make any big mistakes. There are also some very detailed things that you have to summarize yourself. If you need it, you can hi me in the future. Although I rarely use Baidu hi, I will definitely know it when I see it. Help. There are general rules for the usage of words in classical Chinese. In addition to the coherence of the overall meaning, the deduction points for each question are also points for the translation of key words. When you see the question about the translation of classical Chinese sentences, first Analyze which word is the keyword. It is usually a verb word or a function word with a special usage (such as "so", which can be understood as "a method of using...", which is a special usage). You have seen it, but For words that have different meanings from what you usually understand, you need to contact the context and some common sense you have accumulated or experience in answering questions to guess the meaning of the word, and then just connect the whole sentence and translate it. When doing multiple-choice questions in classical Chinese , you must generally understand the full text, understand the meaning of the sentence, and it is very important to find the key sentences. It is easier to use the elimination method to do this. It is recommended that after reading the full text, first look at the third multiple-choice question, which is generally It is to choose a topic with the main idea of ????the full text, which can help you understand. In fact, classical Chinese writing focuses on some accumulation in daily life, accumulating the usage of some common content words and function words, and summarizing some rules, because many of our current phrases were not used together in ancient times, such as " So, "think", etc., these rules depend on your own usual attention and summary. It is recommended to buy an ancient Chinese dictionary and read it frequently. When learning classical Chinese, if you have doubts about a word, don't rush to listen to the teacher's explanation. , first look up the dictionary yourself below, so that the impression will be more profound and you can also remember some other usages. As for the dictionary, you can buy the one from People's Daily Publishing House, which is more suitable for students and has more comprehensive meanings. Poetry appreciation, The first is to find the image, the second is to find the technique, and the third is to analyze the thoughts and feelings. The image of a poem can often reflect the emotions contained in the poem, but many images like to be mixed up and have different meanings. However, when you get a poem, first make sure it is A poem that chants objects or history, or simply expresses one's own emotions. Most of the test questions are about lyric poems. Secondly, just find out the images in the poems and the words and phrases that express emotions. Then analyze the main expression techniques used in the poems. Or artistic techniques, such as expressing one's feelings directly, symbolism, metaphor, exaggeration, personification, using small things to see the big things, using the past to satirize the present, borrowing objects to express emotions, etc. This requires you to memorize common expression techniques. The final thoughts and emotions are through the third chapter. Analyze emotions by finding images that can reflect emotions in one step. When answering, you can use this format, "The poet/poet writer uses the artistic technique of... to express the scene of... (the image in the poem) by describing... "Emotions of..." 4. A reference book that can quickly improve classical Chinese, with exercises
The "Classical Chinese Reading Series for Middle School Students" has been published in three sets: detailed translation and analysis, consolidation and improvement, and reading training.
"Detailed Translation Analysis" is designed for students to read classical Chinese texts. This book provides a comprehensive explanation, analysis and translation of the text. It is estimated that the problems students encounter when reading the text can generally be answered satisfactorily: if the text is not clear, there will be a translation; if the content is unclear, there will be an analysis; if the ideas are unclear, there will be a structural chart analysis; if there are related words and sentences that cannot be mastered (these It is a necessary knowledge point for taking the exam), with comprehensive and detailed analysis and explanation. The book was published half a year ago and has a large circulation. We immediately made comprehensive revisions and supplements, especially for some more difficult texts, and added a "Reading Guide" column. Students generally responded well. It can be said that this book can play a positive role in helping students read texts, guide exam taking, or serve as a teaching reference for teachers.
"Consolidation and improvement" is set up for students' comprehensive review. In order to enhance the pertinence of training, this set of books is divided into S version and H version. An experienced senior teacher who has taught this version for a long time serves as the deputy editor. One lesson, one practice. The propositions are all-round and multi-angle. They generally do not involve extracurricular activities, but are often linked to other texts. We believe that repeated practice and repeated comparison and analysis are conducive to consolidating and improving; only by consolidating and improving the basic knowledge learned can it be possible for colleagues to draw inferences. This is the difference between quality-oriented education and exam-oriented education: exam-oriented education emphasizes taking exams and taking exams as the purpose; quality-oriented education emphasizes consolidating and improving first, and then extending the application, while exam-oriented education is just a means of testing.
"Reading training (from in-class to extra-curricular)" is designed for students to use and take exams. We have selected extracurricular materials from various aspects to guide students in reading from shallow to deep.
For example, first fully quote the words and sentence patterns learned in the text, so that students can master the relevant knowledge in the reading materials. This will not only review and consolidate the text, but also improve their reading ability. Then, gradually separate from the textbooks and then use previous college entrance examination questions to self-test. If you can pass the "pass", you have generally reached the standard.
The "Classic Chinese Reading Series for Middle School Students" has not yet been released. The most important point now is to accept further tests from teachers and students and listen to valuable opinions from all aspects. If you write on this basis, it will be more targeted.
In addition, in response to the requests of some teachers and students, we have also specially compiled reference answers to the "Thinking and Practice", "Understanding and Accumulation" and "Comprehensive Practice" of all high school classical Chinese texts for your reference. For reference use by teachers and students. The editor recommends that the "Classical Chinese Reading Series for Middle School Students" has been published in three sets: detailed translation and analysis, consolidation and improvement, and reading training.
"Detailed Translation Analysis" is designed for students to read classical Chinese texts. This book provides a comprehensive explanation, analysis and translation of the text. It is estimated that the problems students encounter when reading the text can generally be answered satisfactorily: if the text is not clear, there will be a translation; if the content is unclear, there will be an analysis; if the ideas are unclear, there will be a structural chart analysis; if there are related words and sentences that cannot be mastered (these It is a necessary knowledge point for taking the exam), with comprehensive and detailed analysis and explanation. The book was published half a year ago and has a large circulation. We immediately made comprehensive revisions and supplements, especially for some more difficult texts, and added a "Reading Guide" column. Students generally responded well. It can be said that this book can play a positive role in helping students read texts, guide exam taking, or serve as a teaching reference for teachers.
"Consolidation and improvement" is set up for students' comprehensive review. In order to enhance the pertinence of training, this set of books is divided into S version and H version. An experienced senior teacher who has taught this version for a long time serves as the deputy editor. One lesson, one practice. The propositions are all-round and multi-angle. They generally do not involve extracurricular activities, but are often linked to other texts. We believe that repeated practice and repeated comparison and analysis are conducive to consolidating and improving; only by consolidating and improving the basic knowledge learned can it be possible for colleagues to draw inferences. This is the difference between quality-oriented education and exam-oriented education: exam-oriented education emphasizes taking exams and taking exams as the purpose; quality-oriented education emphasizes consolidating and improving first, and then extending the application, while exam-oriented education is just a means of testing.
"Reading training (from in-class to extra-curricular)" is designed for students to use and take exams. We have selected extracurricular materials from various aspects to guide students in reading from shallow to deep. For example, first fully quote the words and sentence patterns learned in the text, so that students can master the relevant knowledge in the reading materials. This will not only review and consolidate the text, but also improve their reading ability. Then, gradually separate from the textbooks and then use previous college entrance examination questions to self-test. If you can pass the "pass", you have generally reached the standard.
The "Classic Chinese Reading Series for Middle School Students" has not yet been released. The most important point now is to accept further tests from teachers and students and listen to valuable opinions from all aspects. If you write on this basis, it will be more targeted.
In addition, in response to the requests of some teachers and students, we have also specially compiled reference answers to the "Thinking and Practice", "Understanding and Accumulation" and "Comprehensive Practice" of all high school classical Chinese texts for your reference. For reference use by teachers and students. 5. Step by step to consolidate and improve the answer Xiang Jixuan Zhi
Xiang Jixuan Zhi
Xiang Jixuan is the son of the old South Pavilion. The room is only an abbot and can accommodate one person. In the century-old house, dust and mud seep (shèn) and (lù), Yuze places his bets; every time a case is moved, he looks at those who have no choice but to ignore them. It is also facing north, so it cannot catch the sun, and it will be dark after noon. The remaining parts are repaired (qì) to prevent them from leaking. There are four windows in front, and the wall surrounds the courtyard to catch the south sun. The shadow of the sun reflects in the room, making the room full of light. They also planted orchids, osmanthus, bamboo and trees in the courtyard, and the old railings (shǔn) also made it more prosperous. The shelves are full of borrowed books, and they sit silently, whistling and singing, while all the sounds are heard; while the courtyard (steps) is silent, with birds coming and pecking from time to time, but people never leaving. On the night of March 5th, the moon is half bright, the osmanthus shadows are mottled, the wind moves the shadows, and the mountains are lovely.
However, living here is both gratifying and sad. First, the courtyard connects the north and the south into one. There are many small doors inside and outside, and there are often walls instead. Dogs bark in the east and west, guests feast in the kitchen, and chickens roost in the hall. The courtyard started out as a fence, then became a wall, and it changed again. There is an old woman (yù) in the family who lives here. I am the maidservant of the first eldest mother, who has breastfed the second generation, and the first concubine (bǐ) caressed her deeply. The west of the room is connected to the middle boudoir, and the first concubine arrived. Every time the woman addressed Yu (Yu), she said: "A certain place, and my mother lives here." The woman also said: "Your sister (zǐ) is in my arms, croaking (gū) and weeping; the mother knocked on the door with her finger and said: 'My son is cold. Do you want to eat? "I answered from the outside." Before I finished speaking, I was weeping, and the woman was weeping too. I tied up my hair and was in the study pavilion. One day, my eldest mother passed by me and said, "My son, I haven't seen Ruoying for a long time. Why are you here silently all day? You are such a girl?" She walked away, closed the door with her hands, and said to herself: "My family has been studying for a long time but it is not effective. I can't wait until my son is born!" After a while, he came holding an elephant wat (hù) and said: "My ancestor Taichang Gong held this to the court when he was proclaiming his virtue. You can do it someday. Use it!" Looking at the ruins, it feels like it was yesterday.
To the east of Xuandong, he was a cook. When people went there, they passed in front of the Xuandong. After living in Yu 扃(jiōng) and yǒu(yǒu), for a long time, I was able to identify people by the sound of their feet. Xuanfan is surrounded by fire and cannot be burned, and there is almost no divine protector.
Xiang Jisheng said: "Shu Qing guarded Danxue, which was the best in the world. Later, Emperor Qin built Nuhuaiqing Tower; Liu Xuande and Cao Cao fought for the world, and Zhuge Kongming rose up in Longzhong. The ambiguity between the two of them was unknown. In a corner, how can the world know that there is a strange scene in a ruined house? How is it different from the frog in the well?" There is no such text in Lesson 16 of the semester)
(The author below wrote this post many years later.) Since Yu made this post, five years later, my wife came back and went to Xuanzhong to follow Yu. Ask about ancient events, or learn from a few books.
My wife returned to Ning and told her younger sisters: "I heard that my sister's house has a pavilion, and what is a pavilion?" In the next six years, my wife died and the house was broken down and not repaired. In the next two years, I was sick and bored for a long time, so I ordered people to renovate Nangezi, and the system was slightly different from the previous one. However, Yu Duo has been away from home since then and does not live there regularly.
There is a loquat tree in the courtyard. My wife planted it the year she died. Now it is as tall as a canopy. 6. Classical Chinese exercises for high school compulsory Chinese courses published by the People's Education Press
Regarding the teaching of classical Chinese reading, the new high school curriculum has two requirements.
First, you must be able to understand the meaning of words and sentences and the content of articles with the help of annotations and reference books; understand and sort out the meaning or usage of common classical Chinese content words, classical Chinese function words, and classical Chinese sentence patterns, and focus on reading practice Draw inferences from one instance; 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.
This means that the teaching of classical Chinese must first overcome language barriers. Therefore, mastering commonly used words in classical Chinese and understanding word meanings and sentence patterns have always been the focus of classical Chinese reading teaching.
Reading aloud, reciting, summarizing and comparing word meanings and sentence patterns, as well as ancient and modern translation exercises are important means to improve classical Chinese reading ability. According to the overall arrangement of the compulsory course textbooks, this unit also requires learning the reading method of synopsis and hook.
Summarizing the main points and extracting the essence is an important part of reading. Summarizing the meaning of a paragraph and summarizing the center have been trained in reading teaching in primary and junior high schools.
In high school, the difficulty of texts increases, and the requirements for reading comprehension increase. It is not just about summarizing the meaning of a paragraph or summarizing the center. You must be able to summarize correctly and skillfully a sentence or several sentences, a paragraph or several paragraphs, and a certain part of the relevant content as needed.
Summarizing the main points must be based on understanding the ideological content of the article. Reading carefully and clarifying your ideas are the prerequisites for a proper summary; grasping the key sentences is also of great significance to ensure the accuracy of the summary.
A summary of the key points of the content is inseparable from certain analysis. It is necessary to distinguish the outline and details of things, and be good at grasping the connections between related things and grasping their similarities or differences.
The analysis of article content is inseparable from the mastery of background knowledge and the understanding of expression methods.