Explanation:

1, used at the end of a sentence, indicates the tone of judgment or affirmation. Equivalent to "ah" and "ya"

Quote: It's a pity to be young. -Qing Yuanmei's "Huang Sheng Borrowing Books"

Interpretation: It is a pity to be young.

Used at the end of the sentence to express doubt, equivalent to "what" and "what".

Quote: If you are a servant, how can you be rich? -"Historical Records"

Interpretation: You were hired by others to plow the fields. Where can I have money?

Second, Xi

Interpretation: exclamatory particles in classical Chinese. It is roughly equivalent to "ah (a)" in modern Chinese: the wind is blowing from Yunfei.

Quote: Ge, applicable to Zhong Gu. -Poetic Nan Zhou Ge Tan

Interpretation: Cao Ge is long and long, and it is everywhere.

Third, the ear

Interpretation: The pause and ending of affirmative sentences or sentences, like "one", are equivalent to "le", "ah" and "ye".

Quote: Tian Heng, a strong man of Qi. -"Purple Tongzhi Sword"

Interpretation: Tian Heng is just a strong man of Qi.

Fourth, hey

Interpretation: expressing surprise: ~, why did he come today?

Quote: Ji Tianyi said, "Hey! Where does this young lady come from? " -The Scholar

Interpretation: Ji said to him, "Hey! Where did you get this position, madam? "

Five, hey

Interpretation: interjection. Express surprise, contempt, etc. : ~, that's it!

Quote: Hey, good! That's it! -"Zhuangzi Health Master"

Interpretation: Haha, ok! ! Has the technology reached this level?

2. What are the interjections in classical Chinese? There are many exclamations in classical Chinese, such as: Ye,,, Yi,.

1, also: used at the end of a sentence to express the tone of judgment or affirmation. Quotations equivalent to "ah" and "ah": it's a pity to be young.

-Qing Yuanmei translated "Huang Sheng Borrowing Books: It's a pity to be young". 2.Xi: roughly equivalent to "ah (a)" in modern Chinese: Yunfei is windy.

Quote: Ge, applicable to Zhong Gu. -"Poetry Nan Zhou Ge Tan" Translation: Cao Ge grows long and long, and it is everywhere.

3. er: express surprise. Quote: Ji Tianyi said, "Hey! Where does this young lady come from? " -"The Scholars" translation: Ji said, "Alas! Where did you get this position, madam? " 4. one: used at the end of the sentence, equivalent to "le".

Quotations: There are no bones left, but the combination of two wolves is the same. The bones have been thrown away, but the two wolves are still chasing the butcher together as before.

5. hey: express surprise, contempt, etc. Quote: Hey, good! That's it! -Zhuangzi Health Master Translation: Haha, OK! ! Has the technology reached this level?

3. What are the interjections in classical Chinese? 1? The interjections commonly used in ancient Chinese are "Yi" and "Yan". In addition, there are "Hu, Yu (Yi), Zhu (), Xie (Ye), Zai, Ye," and so on. The latter is less common. If I remember correctly, the word "Xi" said upstairs is usually a suffix, while "Fu" is often used at the beginning of classical Chinese or in sentences, which is meaningless most of the time.

2. Regarding the word "zai", its basic purpose is to express exclamation, which is a strong exclamation, roughly equivalent to "ah" in modern Chinese. When the word "zai" is used in rhetorical questions, it usually needs interrogative pronouns or "qi" to respond, such as "Do you love me?" . The combination of "tigers" can express pure doubt. The word "zai" only strengthens the tone of the word "Hu".

3. "It's too difficult." If you want to translate it into an old saying, maybe you can say "it's really difficult!" " Because I remember an article in Zuo Zhuan, Yan Yu of Zheng Boke, in which there is a sentence, "Drawing is difficult." If you use it for reference, you should be able to say so.

4. How to deeply understand classical Chinese 1? Analysis on the necessity of creating a good atmosphere for learning classical Chinese.

The new Chinese curriculum standard emphasizes: "Reading simple classical Chinese can help you understand the basic content with notes and reference books." It can be said that the new Chinese curriculum standard reduces the requirements for learning classical Chinese, and the items of the classical Chinese examination in the senior high school entrance examination are limited to textbooks. Theoretically, there should be a fairly ideal result, but the result is quite unexpected. The author investigated more than 50 Chinese teachers in middle schools, and found that in the process of classical Chinese teaching, most teachers pay great attention to sentence translation, memory and targeted exercises, and the teaching process is rigorous.

However, in the process of learning classical Chinese, most students think that the process of learning classical Chinese in this way is boring and inefficient, just like learning another foreign language. They even think that teaching classical Chinese well is teachers' wishful thinking, and students can only "roll with the punches". The reasons for the low learning efficiency of classical Chinese are: 1. Students leave the situation of understanding classical Chinese.

Classical Chinese is really not like modern Chinese, which makes students read fluently and understand the meaning. It is difficult for students to accept the complexity of translation, to understand the expression of stubborn teeth in classical Chinese and to understand the true and rich expression of ancient people's feelings.

For example, in Zou Ji satirizes the King of Qi, Zou Ji asks his wife, concubine and guests the same question: "Who am I, Xu Hongmei in the north of the city?" The wife said, "Your Majesty is very beautiful. How can Xu Can Palace compare with you?" The princess said, how can I compare with you? The guest said, "Xu Gong is not equal to your beauty." They replied with one voice, with the same meaning but different sentence patterns, and slightly changed words, but expressed different tones and different psychology of different characters.

When students understand the above content, they often start with words and sentence patterns, and then rush to answer the teacher's question "Why is the tone different?" Instead of experiencing it in a specific story situation. This understanding of classical Chinese is superficial, dull, vivid and not profound, and the mastery is hasty, hasty, unstable and firm.

2. Students leave the situation of using classical Chinese. Zhao Pu's Half Analects of Confucius Governing the World illustrates the importance of applying what you have learned.

However, in daily life, students' communication is not deliberately expressed in classical Chinese, and they think it is a rather pedantic performance. Kong Yiji's "Too much is too little, too much" is a proof. In the teaching class, our teachers may also ignore the particularity of the flexible use of classic sentences in different situations.

For example, teachers often describe it as a high-profile performance of the United States singing bad human rights at the United Nations, which is interpreted as ulterior motives. But at this time, "The Drunken Pavilion" should not be understood in this way.

In fact, the use of classical Chinese also requires students to have a certain cultural taste. Due to the limitation of students' cultural quality, students have a special liking for the emerging and simple network language, but ignore the use of classical Chinese.

3. Students leave the classical Chinese humanistic situation. Classical Chinese is rich in poetry and painting, exudes unique cultural charm and embodies profound national feelings.

However, students seem unable to understand the subtleties of classical Chinese. For example, in the article Born in Worry and Died in Happiness, students understand the important knowledge of "sense of worry" and "success in adversity". However, when asked about the modern significance of their sense of hardship and how to make themselves talents, students are at a loss.

The key lies in the lack of humanistic situation. The creation of humanistic situation in classical Chinese requires students to pay attention to contemporary social and cultural life, pay attention to the cultivation of their own quality, and strive to be well cultivated in the study of classical Chinese, improve their life quality and cultivate healthy personality.

For example, the creation of the humanistic situation of "anxiety consciousness" makes students worry about the war in peacetime, the environment of developing society, and the incurable diseases in a better life ... Let students learn from the broad mind of the ancients, shoulder the responsibility of inheriting excellent civilization, and establish a correct outlook on life and values. It can be seen that it is very necessary to create a good atmosphere for learning classical Chinese.

2. Strategic thinking on creating a good atmosphere for learning classical Chinese. Since learning classical Chinese requires a good situation and it is so important to create a good atmosphere for learning classical Chinese, we should think strategically.

1, intonation, irony and intonation is to ask students to read aloud, read correctly and fluently, visualize the language in cadence, beautify and deepen their emotions. Let the students immerse themselves in it, understand the taste of the article and gain something.

"Old books are never tired of reading, and children know themselves when they are familiar with them." "They are familiar with 300 Tang poems, and they can sing even if they can't write poems." This is a subtle presentation of chanting. For example, the repeated reading of "sending 900 people to guard Yuyang and stay in osawa Township" in Chen She Family is different from "sending 900 people to stay in osawa Township", which deeply understands the history of Qin Xing's corvee and people's garrison.

After Zou Ji satirized the King of Qi as a "capable minister", Qi Weiwang said "goodness". Concise and just right, it reflects Qi Weiwang's affirmation of Zou Ji and shows that he is an enterprising and enlightened monarch.

Therefore, when reading the word "goodness", we should read the majesty and wisdom in short notes and the heroic mind in high notes. Such a generation of wise men can be said to have both form and spirit to force Xiao. 2, taste perception, rebuilding the body's teaching of classical Chinese, Mr. Ye Shengtao believes: "When reciting, we should not only rationally understand what we have learned, but also sincerely experience it. Unconsciously, the content and truth become the readers' own things, which is the most precious realm. "

A good example is Tao Yuanming's reading, "appreciating anecdotes and analyzing doubts" and "the governor forgets to eat". When we recite Fan Zhongyan's great political ambition of "worrying about the world first, and enjoying the world later" in Yueyang Tower, we should realize the practical significance of "enjoying the world first and enjoying the world later".

When we sing the sacredness of "sacrifice one's life for righteousness" in "I want fish", we should feel the will of people with lofty ideals to sacrifice their lives for the country and go to disaster generously throughout the ages. Through the feeling of taste, let students have a cordial experience and make classical Chinese learning interesting; Students' unique aesthetic taste also makes the connotation of classical Chinese shine.

At the same time, students also internalized the excellent cultural essence, achieved perfection, and improved their cultural literacy to varying degrees. 3. Accumulate knowledge and apply it to Ouyang Xiu's poem: "Learning is accumulated in the heart, and it is better to use wood.