Classification of Chinese problem-solving methods

1. Expression: narration, description, lyricism, explanation and discussion.

Second, the expression techniques: symbol, contrast, contrast, suspense setting, echo before and after, desire to promote first, express meaning by holding things, express feelings by borrowing things, associate, imagine and set off (positive contrast, negative contrast).

Third, rhetorical devices: metaphor, personification, exaggeration, parallelism, duality, quotation, rhetorical question, repetition, intertextuality, contrast, metonymy and irony.

Four, the six elements of narrative: time, place, people, the cause, process and result of things.

5. Narrative sequence: sequence, flashback and insertion.

Sixth, description angle: positive description and side description.

Methods of describing characters: language, action, manner, psychology and appearance.

Eight, the perspective of describing the scene: vision, hearing, taste and touch.

Methods of describing scenery: the combination of dynamic and static (writing static by moving), the combination of generalization and concrete, from far to near (or from near to far).

X. Description (or lyric) methods: positive (also called direct) and negative (also called indirect).

XI。 Narrative mode: general narrative and detailed description.

Twelve. Interpretation order: chronological order, spatial order, logical order.

13. explanation: examples, numbers, analogy, comparison, definition, classification, explanation, imitation and quotation.

Fourteen, the plot of the novel is divided into four parts: beginning, development, climax and ending.

Fifteen, the three elements of the novel: the character, the plot and the specific environment.

Sixteen, environmental description is divided into: natural environment and social environment.

17. Three elements of argumentative writing: argument, argument and argumentation.

18. Argumentation is divided into factual argument and rational argument.

Nineteen. Argumentation methods: example (or fact) argument, reason argument (sometimes called quotation argument), contrast (or positive and negative contrast) argument, metaphor argument.

20. Method of argument: argument and rebuttal (rebuttable argument, argument, argument)

Twenty-one, the structure of argumentative essay: total score, total score, total score; There are often parallel and progressive parts.

Twenty-two, the role of quotation marks: citation; Emphasize; Specific appellation; Negation, irony, irony

Twenty-three, dash usage: prompt, comment, summary, progression, topic change, interjection.

Twenty-four, others:

( 1)

The function of sentences in the text;

1, prefix: opening point; Render the atmosphere (narrative, novel), bury the foreshadowing (narrative, novel), and set suspense (novel) as an auxiliary foreshadowing for the following; Below the general collar;

2. In the text: connecting the preceding with the following; Below the general collar; Summarize the above;

3. At the end of the article: point out the center (narrative, novel); Deepen the theme (narrative, novel); Pay attention to the beginning (argumentative, narrative, novel)

(2)

The function of rhetoric: (1) its own function; (2) Combined with sentence context.

1, figuratively personified: vivid;

Answer format: written vividly+object+characteristics.

2, parallelism: momentum, strengthen the tone, in one go and so on. ;

Answer format: emphasis+object+characteristics.

3; Questioning: arouse readers' attention and thinking;

Answer format: arouse readers' attention and thinking about+object+characteristics

Rhetorical question: emphasis, emphasis, etc.

4. Contrast: emphasize … stand out …

5. repeatedly emphasize ... strengthen the tone.

(3)

Answer to the meaning of the sentence:

In such a topic, a word or phrase in a sentence is often expressed by metaphor, contrast, metonymy and symbol. When answering the question, reveal the object it refers to, and then clear the sentence.

(4)

Can one word in a sentence be replaced by another? Why?

Verb: No. Because the word accurately, vividly and specifically wrote ...

Adjective: No. Because this word vividly describes ...

Adverbs (such as all, most, very only, etc. ): no. Because this word accurately describes the situation of … (table degree, table limit, table time, table range, etc.). ), after the change, it becomes ... not in line with the facts.

(5)

Can the order of two or three words in a sentence be reversed? Why?

I can't. Because (1) does not conform to the law of people's understanding of things (from shallow to deep, from surface to inside, from phenomenon to essence) (2) this word corresponds to the above one by one (3) these words are progressive, interlocking and cannot be exchanged.

(6)

Induction of paragraph meaning

1. Narrative: Give a clear answer (when and where) to who did what.

Format: (time+place)+people+things.

2. explanatory text: the answer clearly States what the object is and what its characteristics are.

Format: description (introduction)+description object+description content (characteristics)

3. Argumentative essay: clearly answer what the question is and what the author's point of view is.

Format: What demonstration method is used to prove (demonstrate)+demonstrate?

(A) Chinese reading comprehension correct problem-solving methods and skills-reading materials

The so-called "reading materials" means reading the written materials on the test paper, reading the full text and grasping the theme of the article. Understand the basic ideas of materials, and make clear the levels and paragraphs of materials. After browsing the full text and understanding the general situation of the full text, you should remember the main points, important conclusions and some key names, places, definitions and figures of the article. Different names and places can be marked on the test paper with pencils for easy searching.

The written materials of reading comprehension questions are mainly used to test students' reading speed, understanding ability and memory ability. Some use a sentence, some use a paragraph or an entire article. It has a wide range of contents and different themes. According to the difficulty of the topic, people often divide it into shallow understanding and deep understanding. The so-called surface understanding is the perception and memory of objective facts in the text; The so-called profound understanding is to draw a conclusion according to the objective facts in the text after careful thinking, logical reasoning, summary or generalization.

Usually, when reading the written materials on the test paper, you need to read quickly for the first time. First of all, you should focus on whether the genre of the article is narrative or expository. When answering questions, don't rush to write answers without completely reading the written materials on the test paper. It's best to read the article from beginning to end first, and have an overall understanding and understanding of the article. Secondly, we should clarify the thinking of the article. Generally speaking, every paragraph and sentence of the article, in the final analysis, is to clarify the center and return to the main idea of the article. Usually, we should learn to bid for articles, summarize the meaning of each paragraph and summarize the central idea. Summarizing the general idea of a paragraph is often an effective way to solve the problem of reading comprehension.

Some students want to use the "sequential reading method", that is, read the passage first, then read the topic, and then read the passage to find the correct answer. Some students use the "backward reading method", that is, first read the topic (four options are not read), then read the passage and finally find the answer. I am in favor of "reading backwards", because this reading method is reading with questions, with clear purpose and easy concentration, and can grasp the information closely related to solving problems in time, thus saving reading time. "Reading backwards" is most suitable for superficial understanding of topics (time, place, reasons, etc.). For a deeper understanding of the topic, we should start from the overall content of the essay, summarize and analyze the options provided, and make an accurate judgment.

Therefore, the central step to solve this kind of problem is reading, which depends on both the short passage and the topic. Pay attention to reading skills and improve reading efficiency. On the basis of the above points, we can judge and answer the questions given at the back of the article by "one-time judgment", "one-by-one analysis" and "exclusion" respectively.

(B) Chinese reading comprehension correct problem-solving methods and skills-find the original.

The so-called "finding the original words" is to find the paragraphs that need keywords, words or sentences in Chinese reading comprehension, so that students can circle the written materials and then understand and analyze them. Of course, the purpose of finding the original words is to find out the meaning of the problem and determine the reading space and scope to solve the problem.

On the basis of reading the full text, put the questions to be answered in the written materials on the reading paper, then browse the questions to be answered, and determine the reading space for solving problems after preliminary thinking. Understand the article, then analyze the sentence structure and determine the composition of parts of speech and words in the sentence. At the same time, the information provided by sentences can be used to extract effective information directly from articles or written materials. Some questions need to be answered in the original text, so we can answer them in the original text, and then we can "extract information directly from the article" to answer the questions.

If it doesn't explicitly ask for an answer in the original words of the article, we can also "extract information directly from the article" to answer the question. If students are required to answer in their own words, we can also ask students to translate the original words in the text, in other words. Try to dig out the hidden information and deep meaning of the original sentence. Some test questions need to be combined with the full text, dig out the implied information of sentences, and seek perfect answers after careful thinking.

(C) Chinese reading comprehension correct problem-solving methods and skills-see requirements

The so-called "reading requirement" is to ask students to re-examine the questions that are required to be answered in Chinese reading comprehension. Key keywords, words or sentences should also be circled with a pen, which is the main point of deduction and the possible score point for students to answer questions. Read the article carefully and answer the questions tactfully and calmly. Read the article for the second time and ask the candidates to read the full text carefully with questions. In the training of Chinese reading comprehension, we should generally do the following:

First of all, we should identify keywords, grasp their basic meanings, understand their specific meanings in sentences, and ponder their sublimated meanings according to the context. In particular, students should learn to find effective information in reading materials, that is, words and contents to answer questions required by reading materials.

Second, we should eliminate the obstacles of new words. When encountering new words, we should boldly speculate, reason and infer the individual meaning, semantics and sentence meaning in the reading materials through the context, or we can boldly guess through the common sense of word formation.

Third, there are obvious and accurate answers in the original text, so we should be good at using the "original" materials in the reading materials to answer decisively. For new words that generally do not affect the understanding of sentences or full texts, you can put them in the past and don't try to understand them. When you meet important new words, don't worry and don't give up easily. We can guess the general meaning of words according to the context or word formation.

When solving problems, don't look at reading comprehension questions, but look for answers from reading comprehension articles, because this method is difficult to improve reading comprehension, especially for articles with deep reading comprehension. First of all, we should browse, read and understand the full text and have a general understanding of it. After reading it, you should remember the main points of reading comprehension, the important conclusions of reading comprehension and some key names, places, definitions and figures in reading comprehension (different names and places can be marked on the test paper with pencils for easy search). At the same time, we should master the problem-solving speed of reading comprehension and effectively control the examination time of reading comprehension. It is a common answering method in reading comprehension test. When you encounter reading comprehension problems, don't get into trouble and waste too much time. If you can't do the reading comprehension questions for a while, you should give up decisively so as not to affect the answers to other more confident reading comprehension questions. After all the reading comprehension questions are solved, if you still have time, come back and do the abandoned reading comprehension questions.

(D) Correct methods and skills of solving problems in Chinese reading comprehension-answering questions

The so-called "answer" is to let students answer the corresponding questions according to the requirements of Chinese reading comprehension questions, and try to do the following in the answer: 1, have to answer; No answer, no score. Students can only score if they answer the questions in the reading material. When our teacher is training students in Chinese reading comprehension, he must explain this to them and answer them. No answer, no score. 2. Don't answer randomly; Random answers are not scored. Students do not respond to the requirements of Chinese reading comprehension questions, which is called random answer. Students who randomly answer questions and fail to answer questions are essentially the same. In the training of Chinese reading comprehension, we emphasize that students should answer all the lines, but we don't want students to talk nonsense in the training of Chinese reading comprehension, because students can't score if they answer indiscriminately. 3. Well-founded, well-founded. The so-called "well-founded" means that students should find the original words and basis when reading the written materials on the test paper, and don't just talk out of nothing. I tell students that the answer to Chinese reading comprehension is also a personal reference answer. Our students should not be afraid. The answer to any question cannot be exactly the same as the teacher's reference answer. The initiative of grading Chinese reading comprehension is in the hands of our classmates, and the key lies in whether you have a "well-founded" answer.

The so-called "rationality" means that students can tell a truth and a true story according to the problem, or they can be called "self-justified". As long as students are well-founded and well-founded, they can score as appropriate. At the same time, students should pay attention to organizing standardized language answers and writing carefully. After the answer is basically considered mature, you need to pay attention to the language of expression. Simple and clear language can achieve twice the result with half the effort; Repetition is verbose, irrelevant and often leads to thankless efforts. After answering the questions, if time permits, you should reread the full text and review it with confidence. After all the answers are finished, return to the original text with the results of reading comprehension, check whether there are any omissions in the answers, study their internal relations and logical relations, and make inferences and judgments for each topic to ensure correctness.

In short, the author found in the teaching of Chinese reading comprehension that many students often lose more points because they don't know the correct problem-solving methods and skills, and most of them lose points, which is a pity or even meaningless. In view of this phenomenon, the author establishes the topic as "a preliminary study on the answering skills of Chinese reading comprehension questions" The author advocates that the topic selection of educational scientific research should come from classroom teaching practice; Similarly, the results of educational research should also serve the classroom teaching practice.

The author believes that in the training of Chinese reading comprehension, only by following the correct educational laws and giving students the correct problem-solving methods and skills can students learn easily and relax, and can they really get twice the result with half the effort and get good results in Chinese reading teaching.

fruit