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Reading skills of classical Chinese in junior middle school
Reading comprehension of classical Chinese can contain almost all the knowledge points and ability points of learning classical Chinese. The most common ones are the examination of common real words and function words, as well as the understanding and translation of classical Chinese sentences.
Commonly used content words are one of the traditional test sites for senior high school entrance examination. The key to improve the reading ability of classical Chinese is to master a certain number of classical Chinese vocabulary. The focus of notional words in classical Chinese is to determine the specific meaning of a notional word in a specific context. Special attention should be paid to the special usage of notional words in classical Chinese and their differences from modern Chinese. It mainly includes: common words, polysemy, ancient and modern different meanings, flexible use of parts of speech and so on.
Function words in classical Chinese commonly used in junior high schools can be roughly divided into the following categories: those that serve as references, such as? What? Its? What? ; Play a combined role, such as? With what? For what? Yu? ; Play a connecting role, such as? Is it? then what And then what? ; Language helps, like? What else? Huh? Hey? Hey? .
There are more than twenty function words in classical Chinese, which should be mastered? What is this, what is this, what is this, what is this, what is this, what is this, what is this, what is this, what is this? The meaning and usage of these fifteen function words. To understand its function and meaning in a specific context, we should also compare it with modern Chinese, and find out which functions have remained and the meaning and usage of those function words have changed. When explaining, we should accurately replace it with the equivalent words in modern Chinese, and master the usage and meaning of various function words by comparison and classification. Memorize the basic usage of various function words through repeated training.
The understanding and translation of classical Chinese sentences is based on the understanding of notional words, function words and sentence patterns. To correctly understand the meaning of words and classical Chinese sentences, we need to grasp the meaning of key words in sentences, and correctly grasp the meaning of sentences according to the characteristics of various sentences and the context, with emphasis on the understanding and translation of core sentences, eye sentences and judgment sentences, inverted sentences, passive sentences and ellipsis sentences. In the future senior high school entrance examination, the understanding and translation of sentence patterns are still the focus of the examination.
When reviewing, you should:
First, continue to highlight the reading and dictation of classical Chinese. ? Read a book a hundred times and you will understand its meaning. ? Therefore, we must insist on reading classical Chinese articles in textbooks regularly and quantitatively every day, interspersed with appropriate extracurricular classical Chinese reading. Pay attention to the accuracy of recitation: accurate memory and accurate writing. Like what? Once you climb to the top of the mountain, you will see? In short, students are often easy to let go? Ling? Is it wrong? Dear? . When reviewing, we should accurately grasp the key sentences and the key sentences in the performance center, such as some famous sentences in Yueyang Tower, Zuiweng Pavilion, Model, Chen She Family and Biography of Mr. Wu Liu. When reciting, you should think more and compare more, such as The Peach Blossom Spring, Biography of Mr. Wu Liu, Long Zhong Dui, Teacher's Watch, etc. , so as to deepen our understanding and mastery of classical Chinese words, text content and characters, further increase students' accumulation and storage of classical Chinese knowledge, and check the mistakes and omissions in their own classical Chinese knowledge network.
Second, continue to attach importance to the analysis and exploration of classical Chinese reading. Generally speaking, the design of classical Chinese reading questions is also subjective, with a certain number of open questions. Therefore, when reviewing, we should pay attention to the overall grasp and appropriate expansion of classical Chinese, and learn to judge the main contents of classical Chinese and the emotional methods implied between the lines of the author. In particular, it is necessary to strengthen the connection between inside and outside the classical Chinese class, and transfer the knowledge in the class to the extracurricular reading of classical Chinese while learning it well. Select some suitable simulation exercise papers to further improve students' ability to apply what they have learned in lectures and exercises.
? One day, I will ride the wind and waves, raise the Yun Fan and cross the sea. ? As long as we can lay a solid foundation, build confidence and take it easy, I believe we can achieve excellent results in the senior high school entrance examination.
Review preparation and problem-solving strategies;
The choice of classical Chinese reading materials for the 2009 senior high school entrance examination continued the pattern of 2008? Extracurricular classical Chinese reading materials. But the answer is in the classroom.
Understand the meaning of common real words in the text. The most common proposition in the examination of content words in classical Chinese is to specify several words in the text for candidates to explain. Words that need to be explained are generally common substantive words, such as interchangeable words, polysemy, ancient and modern different meanings, flexible use of parts of speech and so on. These are often the focus of the proposition, and of course they should also be the focus of students' preparation. Review should start from the following three aspects:
First, master the meaning of classical Chinese in contrast to modern Chinese. Modern Chinese and ancient Chinese are in the same strain. Some words in modern Chinese still retain the meaning and usage of ancient Chinese, and students are familiar with modern Chinese, so it is not difficult for us to understand most words in classical Chinese from the perspective of modern Chinese. According to the language environment, some people can directly interpret monosyllabic words as compound words. For example, the "tune" of "you can tune the piano and read the Golden Classics" in "Humble Room Ming" can be translated into "fiddling" and "playing". Others can fully mobilize the accumulation of existing lexical meanings from the existing knowledge of modern Chinese, develop reasonable and rich associations, make reasonable guesses and correctly understand classical Chinese. This is the grand view of Yueyang Tower. (Fan Zhongyan's "Yueyang Tower")
(2) and suffer from celebrities and swim without a master. (Song Lian's "Preface to Sending Ma Sheng to Dongyang")
Rong Qing Junmao, it's fun. (Li Daoyuan's Three Gorges)
The above "landscape" reminds people of "landscape" at once, which can be interpreted as "landscape" according to the context, and "grand view" is "magnificent scene"; "Master" reminds people of "huge", and "master" is "master", that is, "knowledgeable teacher"; Judging from the language environment, "Liang" can't be regarded as "good" in modern Chinese, but there are words such as "very long" and "goodwill" in modern Chinese. "Liang" is regarded as "really" and "very", which can be extended to "really" in this sentence.
Sometimes we will encounter some grammatical phenomena such as flexible use of parts of speech, and junior middle school Chinese teaching is not allowed to contact these nouns and terms. At this time, if we contact some language phenomena in modern Chinese, this problem will be solved. For example, the words "bitter, tired, hungry, moving and forbearing" in "Born in Worry and Died in Happiness" can be interpreted as "making? Pain, fatigue, hunger, mobility and patience ",the causative usage is adopted here. As long as we compare it with our current buzzword "slimming", the problem will be solved. Similarly, there are words such as "Wan Jiale, Happy Family" and the slogan "Everyone starts to clean their homes". Happy) ","clean (make? Clean) "and so on.
Of course, in the long-term development of ancient Chinese vocabulary, the meanings of some words have changed. If we understand it from the perspective of semantic changes, it will help us to accurately grasp the meaning of notional words in classical Chinese. For example, "Master will eat every other day" in Preface to Send Ma Sheng out of Dongyang, and "Once again, it will fail, and three times will be exhausted" in Cao Gui Debate. The two "you" are respectively interpreted as "twice" and "the second time (drumming)" in the sentence, and now it generally means "once again"; The two words "hate" and "base" in "I don't want to lament and hate Huan and Ling Ye" and "the former emperor didn't intend to be a minister" in Teacher's Watch were translated into "sadness and regret" and "humble status and humble origin" respectively, and now these two words are "deep hatred" and "(bad language and behavior); The meaning of "immoral" Many disyllabic words in ancient Chinese were generally two words at that time, which need to be explained separately in translation. Similar words include "wife", "traffic", "delicious" and "whatever" in Tao Yuanming's Peach Blossom Garden.
The second is to master the meaning of classical Chinese by analyzing the glyphs. Chinese characters belong to ideographic characters, and their form and meaning are inextricably linked. When I teach content words in classical Chinese, I often combine the font structure of Chinese characters to analyze the original meaning of Chinese characters. For example, in "Born in Worry and Died in Happiness", "If you enter, you can't have a home, if you leave, you will be invincible against foreign invasion, and the country will die"; Later, it was extended to "death and non-existence", such as "both Qin and Qin are dead" "Death" is also called "nothing". Read w? For example, in "Yu Gong Yi Shan", "The mistake of meandering river dies in response".
More than 90% of Chinese characters are pictophonetic characters. Pictophonetic characters are composed of ideographic radicals and phonological radicals. Understand the ideographic function of ideographic radicals, and master the meaning of words through the analysis of glyphs. For example, "Jue", from silk to knife, is to cut the silk thread with a knife. Extended to "cut off, cut off, disappear" and so on. For example, the "absolute" in Three Gorges is "absolute", and the "absolute" in modern poetry is also "absolute", that is, the so-called "breaking the law means absolute"; The word "farewell" in "Sorrow for the Past" (Three Gorges) means "disappearance". "Absolutely" also means "extremely" or "extremely", because the dividing point, that is, the end point, and "the Three Gorges" all mean "extremely" or "extremely". The extended meaning is closely related to the original meaning, and both of them are derived from the original meaning. Grasping the original meaning, the extended meaning is easy to grasp.
The third is to use idioms to master the meaning of classical Chinese.
A considerable number of idioms come from classical literature, and the meaning and usage of some words in idioms retain the characteristics of ancient Chinese. When learning classical Chinese vocabulary, if students are familiar with idioms, they can review the old and learn new things, and achieve good results.