1. Pre-Qin literature
There are two sources of pre-Qin literature, realism and romanticism.
The Book of Songs is divided into 300 poems, reflecting the reality.
Remember Fu Bixing, Guan Yu, storytelling and Tan Fa.
Romanticism is Chu Ci, and Li Sao was written by Qu Yuan.
There are two schools of prose in the pre-Qin period, so we should remember all the "philosophers" and history books.
Confucianism, Mohism and Taoism belong to hundred schools of thought, and each has its own works handed down from generation to generation;
The Confucian Analects of Mencius, Mohist Mozi can be seen;
Laozi and Zhuangzi of Taoism are masterpieces of legalist Han Fei.
There are two styles of historical prose, which are divided into "country" and "chronological";
The former is Mandarin and Warring States Policy, and the latter is Chunqiu and Zuozhuan.
2. Literature of Han, Wei, Jin, Southern and Northern Dynasties
During the Han, Wei, Jin, Southern and Northern Dynasties, the achievements of poetry were relatively high:
"Yuefu Double Walls" is praised by people, and Jian 'an literature promotes "Three Caos"; ③
The ancestor of pastoral is Tao Qian, and the legacy of "picking chrysanthemums" can be seen in moral integrity.
Historical Records is the first biographical style, which is called "Li Sao has no rhyme";
Ban Gu inherited Sima Yi (4) and the chronological innovation of Hanshu;
Jia's essay "On Qin" is full of momentum;
"Be a Teacher" is famous for later generations, and "Peach Blossom Garden" is enjoyable.
Ci and Fu are prevalent, and Zhang Heng's The Second Beijing seems to be near misses.
Literary criticism is also on the rise, and Wen Xin Diao Long is really superb.
Parallel prose pursues formal beauty, and the novel is still rough at first.
3. Literature of Tang Dynasty
The prosperous Tang Dynasty is as tired as a mountain, and the "four outstanding figures in the early Tang Dynasty" are extraordinary;
Wang Yang and Luo Lu wrote metrical poems and memorized all the metrical poems and quatrains.
The romantic poet pushed Li Bai and sang "Difficult Road to Shu" all the way.
Realism is Du Fu, while Three Officials and Three Farewells are unusual.
Lotte advocates new Yuefu, and Pipa Xing and Song of Eternal Sorrow are all famous.
Pastoral school has Wang Meng, Gao and Cen singing poems.
In the middle Tang Dynasty, Li He "negotiated" with Duo and Jia Dao and passed them down from generation to generation.
The rise of "Little Du Li" in the late Tang Dynasty ⑤; Since then, it has settled like dust.
Liu Han's ancient prose is innovative, and Epang Palace Fu has been sung for thousands of years.
The legend of the Tang Dynasty has matured, and the representative work is Liu Yichuan.
4. Literature of Song Dynasty
There are a vast number of literary words in Song Dynasty, which can be divided into graceful and unconstrained.
Liu Guan and Li Qingzhao are romantic and affectionate.
Su Shi opened the bold school, and The River of No Return was full of high spirits.
Xin Qiji, a patriotic poet, is in high spirits.
Wang Zeng and Ouyang Xiu inherited the articles of Han and Liu;
Although Gong Fan's works are few, the story of Yueyang Tower shines brilliantly.
Lu Fangweng, a poet in the Southern Song Dynasty, still misses the idea of returning home in Shizi.
Who hasn't died since ancient times? Future generations cherish the memory of Wen Tianxiang.
General History Chronicle I, Zi Tongzhi Jane, Sima Guang.
Shen Kuo, the author of Meng Qian's pen talk, is very famous.
5. Yuan, Ming and Qing literature
There are two kinds of Sanqu in Yuan Dynasty, poems and collections are different.
Zaju represents the four great masters, with Guan Hanqing as the first;
Dou E's tragedy has been passed down through the ages, and the characters are the most vivid.
The other three are Zheng Mabai, and The West Chamber has a good reputation.
There are many outstanding plays in Ming and Qing Dynasties, such as Peach Blossom Fan and Peony Pavilion.
Novels are all chapters and chapters, and The Four Classic Novels are the peak.
Scholars will never forget how popular Strange Tales from a Lonely Studio is.
There is also a collection of short stories, Sanyan edited by Feng Menglong.
Fang Bao started Yao Nai, and his prose genre is called Tongcheng School.
Gong Zizhen, a famous poet in the late Qing Dynasty, advised God.
2. Senior high school classical Chinese memorization method 1. Read more books. Be sure to read it smoothly before you start reciting. When you can't read well, your memory is poor.
2. Recite on the basis of understanding. Try to remember the meaning of classical Chinese after you understand it. Memory has little effect when you have a little knowledge.
3. Cultivate a sense of language in classical Chinese. We should learn to integrate into the language environment of classical Chinese and eliminate the strangeness and estrangement of classical Chinese. The more familiar things are, the easier it is to remember.
4. Learn to summarize the rules of using words in classical Chinese and carefully understand the sentence characteristics of classical Chinese. The use of words and sentences in classical Chinese has its own unique characteristics. These unique sentence patterns and ways of using words are often difficult to remember. Familiarity with these characteristics is of great help in memorizing classical Chinese.
6. If you can cultivate a strong interest in classical Chinese, you can get twice the result with half the effort.
In short, we can't expect to learn classical Chinese overnight, we can only master and summarize its characteristics slowly, and the effect may not be obvious at first. But if we can persist, many obstacles in memorizing classical Chinese will be eliminated and memory will become simple.
3. Find some ways to memorize (classical Chinese) quickly. Students usually spend the most time studying classical Chinese, while chemical engineers spend the most time studying classical Chinese. They study classical Chinese, but they make the most mistakes in exams. The most difficult thing to apply for is classical Chinese, which shows the low efficiency of learning classical Chinese.
Year after year, the examination of classical Chinese is becoming more and more important, and the score is getting bigger and bigger. Facing the study of classical Chinese, students are a little discouraged, shaking their heads and sighing, and don't know what to do. "Chinese Curriculum Standard" says that reading simple classical Chinese can help you understand the meaning of words and phrases and the content of the article with the help of notes and reference books.
Read ancient poems and classical Chinese and recite a certain number of famous articles. In teaching practice, based on "course", taking examination as the key link, taking autonomous learning as the classics and reading to expand interest as the latitude, it has actually received good results.
The ways to stimulate interest are as follows: 1. Fluent reading improves the efficiency of memory. Reading aloud is a means to perceive classical Chinese. Zhu Ziqing said: "Reading aloud can not only be understood rationally, but also experienced affectionately. Unconsciously, content and law have become their own things. "
Practice has proved that reading can make students understand the rich connotation of classical Chinese, appreciate its meaning and gain endless aesthetic feeling. "If you are familiar with 300 Tang poems, you can recite them even if you can't write them" and "If you read a book a hundred times, you will understand what it means". Language is not a silent word, so you must read it when you learn Chinese.
Full of pleasant reading sounds, classical Chinese is full of life and vitality in reading. There are various methods: reading with music, group reading, individual reading, double reading, men's and women's reading, group reading, performance reading, multi-person alternating reading, constant speed reading, fast reading, slow reading, light reading, loud reading, competition reading, relay reading, imitation reading, limited time reading, optional reading and so on. Students read vividly and tastefully, shaking their heads, consciously or unconsciously.
Many times, students and I are intoxicated by the sound of books and forget that it is obscure classical Chinese. The beautiful melody of reading aloud constitutes a beautiful landscape on campus.
Secondly, it is interesting to try to learn classical Chinese sentence by sentence, which is far from our present environment. The ancients did not break sentences sentence by sentence at that time. In recent years, I have paid great attention to punctuation in classical Chinese, and I have increased the training of this ability in class.
On the basis of students' first reading several times, distribute the original text without punctuation and segmentation marks to students, so that students can try punctuation and segmentation on the basis of their own feelings and understanding, and then compare the similarities and differences with punctuation and segmentation of the text. As long as it makes sense, students' own thinking achievements can be preserved. For example, when punctuating the Peach Blossom Garden, some students punctuate "Mulberry in fertile land and Meitang" as "Bamboo Mulberry in fertile land and Meitang". Comparing the punctuation marks in the text, this student's punctuation marks are reasonable, and it can be seen that the students are thinking with their brains, thinking by themselves and reading classical Chinese.
I strongly praise this student's independent thinking. He is not superstitious about books, teachers and authority, and dares to express his opinions. This way of learning avoids cramming teaching by teachers and rote learning by students, gives students a space for thinking, cherishes students' unique feelings, experiences and understanding, and changes "I want to learn" into "I want to learn".
Second, independent reading communication strengthens appreciation ability. The Chinese Curriculum Standard points out that reading is an important way to collect and process information, understand the world, develop thinking and gain aesthetic experience. Reading teaching is a dialogue process among students, teachers and texts.
Reading is a student's personal behavior. Only by taking students as the center, ensuring students' dominant position and making students the masters of reading can we form the "ability of independent reading". Communication is the collision and divergence of students' thinking. In communication, the more the questions are debated, the clearer the learning enthusiasm is.
Teachers' repeated analysis should be replaced by students' independent reading. Let students have the ability to interpret the text correctly and creatively, such as overall perception, feeling and thinking.
The study of classical Chinese especially needs students' independent reading. I teach students the steps of learning: combine the explanation of materials, understand sentences word by word, outline incomprehensible words and sentences, set aside time for students to communicate with each other to solve problems in class, and then raise difficulties in class. Students can try their best to answer and let them behave themselves. If they really can't solve it, I will give instructions and guidance. The students gained a lot, which changed the situation that teachers were thirsty for talents in the past. Teachers teach students what they want to learn, and students' learning is transformed into their own learning, in which they learn to ask questions and solve their own problems.
In the communication, I also exercised my courage and showed my style. Third, expand the learning environment with multimedia assistance. In the study of classical Chinese, assist the imagination of pictures and broaden the image space; Supplemented by musical interest, beautify the artistic conception of the content; With the help of sound and color shadows, we can open the space of imagination.
I often make my own teaching courseware and download it online, so that students can enjoy it with their senses in beautiful pictures and sweet music, and cultivate and infect students with beauty, so as to quickly understand the content, deepen their memory, enhance their understanding and drive their enthusiasm for learning. For example, the lesson Wolf has a long text, but students can recite it after learning it. I play a self-made courseware with music reading and pictures. Students are focused and interested, and the task of reciting is easily completed.
Classical Chinese teaching, supplemented by multimedia, can turn words into images, machinery into vividness, difficulties into ease, and complexity into simplicity. Fourth, appreciate reading to enhance understanding. Only through comparison can we identify, learn, think and understand.
In order to better understand the image of lotus when studying Ailian's theory, I quoted Li Yu's Idle Feelings and read them all, which is easy for students to understand. When studying mountain city, the students compared the scientific knowledge of modern mirage, and soon understood the scene of mountain city.
Verb (abbreviation of verb) learning method report demonstration power is infinite. In the teaching of classical Chinese, I pay more attention to the guidance of methods. The introduction of methods is not only for me, but also for students who have studied methods to exchange experiences and enhance their self-confidence.
4. How to quickly memorize the first day of classical Chinese: To memorize classical Chinese specially, you need to memorize many articles. Take version H as an example, there are 19 ancient poems of China (including seven-step poems and three ancient poems) and 32 ancient poems. Students can basically recite it, but they can't omit words, add words, change words or reverse the word order.
Therefore, in order to meet the requirements of senior high school entrance examination, dictation should be meticulous, accurate, word for word, profound in understanding and flexible in application. Step 1: Read aloud.
Reading is really a good way to recite. In your own Xiaotian, you might as well read ancient poems aloud for more than five times in a row. On the one hand, reading can strengthen your familiarity with the article. On the other hand, with the increase of reading times, you will gradually deepen your understanding of the content of the article, that is, your own feelings and experiences about the article, and have a deeper understanding of the author's purpose in writing this article. This is what the ancients said: "Reading a hundred times is self-evident".
In addition, with the deepening of reading, you will better understand the meaning of each sentence. Some students will immediately understand the meaning of an ancient Chinese sentence, which is the result of being quite familiar with ancient Chinese. This step is well done and lays a good foundation for the translation of the following sentences. Step 2: Recite aloud.
On the basis of reading aloud in front, you can now forget the book completely and recite it aloud. You will find that the first and second times are a bit stiff, and the third and fourth times are quite smooth. By the fifth and sixth time, you have completely mastered the full text, and there will be no missing words, adding words or reversing the word order. It's hard for you to recite wrong at this time. In these two steps, reading aloud is the key, because reading aloud is the repetition of human memory function, which can play a dual role in memory, and reading aloud also enables students to find and check their mistakes at any time.
Especially for some students with poor reciting accuracy, reciting aloud is the best solution. The third step: after reciting the article, it is to ensure the correct rate of words.
At this time, you can pick up the book again, read it line by line, and practice the words that are easy to write mistakes several times to ensure that you don't change your words or write typos. This step is the crowning touch. If you can't do it well, your previous efforts will be in vain and you should take it seriously. Step 4: Sketch out every famous sentence of China's ancient poems (such as "Worry before the world, happiness after the world"), reveal the key sentence of the theme and center (such as "I am humble, but I am virtuous and fragrant"), and describe the landscape environment (such as "trees and vines, swaying and swaying").
In order to understand the need of memory, recite these sentences and understand their functions in the text. Step 5: Do some understandable reciting questions, chew the requirements of the stem carefully, grasp the key words and think about what to answer, and pay attention to the possibility of making some subtle changes when answering questions.
For example, the sentence "An refused to ask for relocation" is different from the sentence "Tang Ju refused to ask for relocation", and students are easily confused. This question should be answered by grasping the word "reason". The answers should be "I am willing to stick to it, but I dare to change" and "An Lingjun is afraid of changing, but not right." Other words are not reasons, so I won't write them.
Step 6: It is relatively simple to understand the comprehensible recitation of an ancient China poem; It is much more difficult to find sentences that meet the stem requirements in all articles. This can only require students to accumulate more and be more proficient. For example, accumulate some sentences describing scenery, cruelty of war, peace-loving, carefree mood, natural environment, friendship and so on. Classify, consciously and gradually expand your collection, think more about a few poems when answering questions, and then choose the sentence that best meets the requirements of the topic, so as to ensure foolproof.
In addition, forming a good habit of accumulating poems is also one of the necessary lessons to form your rich cultural accumulation. These poems can also be quoted in writing to add color to the article. The next day: mastering the content words of classical Chinese has always been an easy part of the classical Chinese exam. Some students have mastered most of the content words, but the accuracy will be discounted. Let's sort it out lesson by lesson.
First of all, sort out some special notional words: common words, typical ancient and modern different meanings, flexible use of parts of speech, and polysemy, so that one can broaden one's thinking and improve one's transfer ability, and the other is to master them firmly and remember them deeply. Secondly, sort out some content words that are not special but very important: the content words that are still alive and in use in modern Chinese and the content words in the notes under the book.
The arrangement of this part is very important, because the mastery of content words is not only necessary for reading classical Chinese in class, but also necessary for reading classical Chinese outside class. Only by mastering the exact meaning of each notional word and understanding its polysemy can our consciousness of classical Chinese be gradually formed, so that we can draw inferences when reading classical Chinese after class and lay a solid foundation for further study of classical Chinese in senior high school. In addition, it is worth mentioning that when sorting out the explanations of content words, the notes in the textbook should prevail and should not be ambiguous.
The third day: the translation of classical Chinese sentences is actually based on the understanding of the whole article, so when I read the article on the first day, I laid a good foundation for sentence translation. At the same time, sentence translation should pay special attention to the understanding of key notional words in the sentence, so that the arrangement of notional words the next day lays a foundation for it, so sentence translation is much easier.
On the basis of comprehensive translation of the text, students may wish to focus on sorting out these classical Chinese sentences lesson by lesson: first, sort out the famous aphorisms in the text to reflect the key sentences with the central theme. Secondly, sort out sentences with sentence transformation in the text, such as inverted sentences and ellipsis sentences.
Third, sort out sentences with ambiguity and flexible parts of speech. Finally, the sentences with fixed format and common format are sorted out.
It is worth mentioning that sentence translation is based on mastering the content words in classical Chinese and understanding the meanings of several key content words in sentences.
5. How to quickly remember classical Chinese Modern teaching theory holds that teaching methods include teachers' teaching methods and students' learning methods, which should be organically unified. "Teaching is for not teaching" (Ye Shengtao). Teachers' teaching serves students' learning, and the fundamental purpose of teachers is to teach students to learn. Fundamentally speaking, the teaching of classical Chinese is essentially to guide students to read classical Chinese. Therefore, the reform of classical Chinese teaching method is to explore or create scientific and efficient reading methods. Here, combining with my own teaching practice, I introduce a more practical and programmed reading method of classical Chinese-five-step reading method.
First, the main objectives of pre-reading are: to read the pronunciation correctly, pause accurately and grasp the rhythm; Understand the common sense of writers' works; Grasp the basic content of the article as a whole. The specific method is: (1) refer to reference books and add notes to new words. (2) Read the text clearly and accurately according to the teacher's model essay reading or text recording. (3) To understand the common sense of writers' works by combining written notes with Chinese reference books. (4) Combine preview tips or self-reading tips to understand the text as a whole. (5) Grasp the basic content and stylistic features of the article by solving problems and reading the full text.
Second, the main goal of copying is: to be familiar with the text, to learn by yourself when in doubt, and to clarify the key points and difficulties of learning. The specific method is: (1) Tick out or copy the new words and famous sayings in the text. (2) Tick or copy difficult sentences in the text. (3) Record the difficult problems when reading the text. (4) Read or extract (or make a summary or catalogue) auxiliary materials related to the text. (5) Combine unit learning summary, text preview tips, thinking and practice to determine the key and difficult points of children's learning.
Thirdly, the main goal of interpretation is to perceive the content of the text through language analysis and grasp the author's views, attitudes or ideological tendencies expressed in the article. The specific way is: (1) Combining with the context, deeply understand the meaning of difficult words and sentences from the sentence structure and context. (2) Using the common sense of ancient Chinese to analyze the special language phenomena in the text. (3) Translate (orally or in writing) the text or text fragments, so as to deeply grasp the article as a whole. (4) Classroom discussion, implementation of key and difficult points, after-class analysis and answer the language training questions in Thinking and Practice.
Fourthly, the main goal of reading is to appreciate the article from the aspects of ideological content, organizational structure, expression, language art and artistic style. The specific approach is: (1) Starting from the stylistic features, grasp the basic features of the article as a "type" as a whole. (2) Comparative reading, analyzing the specific characteristics of the article and the author's artistic personality from the aspects of content and form. (3) Guide students to consult literature, write Chinese compositions on important notional words, function words and grammar issues, consolidate knowledge and strengthen ability training.
The main purpose of reading aloud is to deepen understanding, strengthen memory, enrich language, accumulate materials, train language sense and cultivate quality. The specific way is: (1) On the basis of understanding, read aloud repeatedly and try to be familiar with it. (2) Read the taste aloud, recite famous articles, paragraphs and sentences, and remember them accurately. (3) Expand reading, study the materials related to the article, and expand knowledge, so as to understand the text more comprehensively and deeply. (4) Organize study notes, write study summaries, and highlight key and difficult points. (5) Guide reading or writing comments to cultivate sentiment.
6. How to take notes on classical Chinese knowledge in high school When learning classical Chinese, the best way to take notes is to let students take notes directly in the textbook, but the notes should be opposite to the content. Doing so can not only help students understand the text content and classical Chinese knowledge more thoroughly, but also help them read systematically. Because when reading the text, you can review the knowledge points of classical Chinese in your mind by the way. Therefore, teachers should teach students a set of symbols for taking notes, and let students mark the basic knowledge of classical Chinese with symbols such as straight line, curve, wavy line, broken line, circle, black dot, bracket, triangle and box with blue pen or red pen respectively. In this way, the same type of knowledge is marked with the same symbol, forming a complete symbol system. Obviously, this can not only save the time of taking notes, but also make the textbook clean and tidy, which is more convenient for summing up after class. Not only that, it will be very convenient for students to borrow textbooks to make up their notes.
In teaching, teachers can use the following methods to guide students to mark the corresponding basic knowledge of classical Chinese with agreed symbols.
1. The key notional words in classical Chinese are marked with a single straight line, and the key functional words in classical Chinese are marked with a single wavy line. If there is more than one word, you should add a subscript. The specific meaning can be indicated below or not, because there are generally notes in the text. In this way, if you don't pay attention to thinking or usage, you will think again and remember more. It is worth noting that the meaning and usage of keywords, students can bet on symbols according to their own situation, but symbols must be available. For example, (1) Qin is greedy, but he is very strong.
rely on
(2) I am afraid of being bullied by the king and losing Zhao.
I am sorry to disappoint you.
2. After circling the loanwords, pay attention to the following loanwords and their meanings. For example:
I'd like to play for the West into Qin.
Hold sth in both hands
Words with different meanings in ancient and modern times are framed by squares, and the following notes are ancient meanings, not present meanings. For example:
Worship for Shangqing.
Grant an official position
Hope to adopt