What does classical Chinese test students?

1. What is the content of classical Chinese in class? The new Chinese curriculum standard points out that students in grades six to nine in junior high school should be able to understand the basic content of simple classical Chinese with the help of notes and reference books, and should be able to recite 80 excellent poems. In other words, after four years of study, junior high school students should have the ability to read a classical Chinese independently, and to do this, we must pay attention to accumulating some beautiful sentences in peacetime. Master certain cultural knowledge, understand common classical Chinese sentence patterns, accurately understand the meanings of common notional words and function words, master the habits and characteristics of reading classical Chinese, and perceive the main idea of the article as a whole. It is not difficult to see that these contents are undoubtedly the "outline" of the classical Chinese proposition of the senior high school entrance examination. If you want to get high marks in reading classical Chinese in the senior high school entrance examination, you must work hard around the above knowledge points.

Summarizing the questions in the classical Chinese reading part of the senior high school entrance examination in recent years, the common test sites mainly include the following aspects:

Test center 1: Keywords

This kind of questions mainly aim at the key real words and function words in classical Chinese, and require candidates to explain them accurately.

Test site 2: classical Chinese sentence patterns

Such topics mainly focus on the design of common classical Chinese sentence patterns, or fill in the blanks, or judge, or translate.

Test site 3: sentence translation

This kind of topic requires the translation of classical Chinese sentences.

Test site 4: understand the content of the article

Summary article center

This kind of topic requires candidates to understand the content and summarize the main meaning of the article on the basis of reading classical Chinese, usually in the form of questions and answers.

Test site 5: analyze characters.

This kind of questions mainly focus on the characters in the text, requiring candidates to analyze their personality characteristics.

Test site 6: Feel the author's emotions.

Taste the philosophy of the article.

This kind of topic mainly appears in the form of discussion questions, but sometimes it also appears in multiple-choice questions.

2. The proposition of Chinese in NMET tests the students' ability of 1, while the two test modules stipulated in the current NMET Chinese syllabus are "reading literary texts" and "reading practical texts", requiring students to choose 1 from two test questions.

In the syllabus of 20 17, the optional module is cancelled, and both "literary text reading" and "practical text reading" are required. In the section of "Reading Ancient Poems", the content of "Understanding and Mastering Common Ancient Cultural Knowledge" was added.

2. The main changes in the Chinese syllabus are as follows: First, strengthen the investigation of Chinese excellent traditional culture, emphasize the inheritance, promotion and innovation of excellent traditional culture, and highlight the understanding of humanistic spirit and the development of national spirit; Secondly, the traditional two elective modules "literary text reading" and "practical text reading" in the current examination syllabus have become compulsory modules; Third, the amount of reading may increase, which examines students' ability to read, screen and process information quickly; In addition, the examination of students' thinking ability will be strengthened, and elements such as core literacy and moral education will be infiltrated into the teaching materials.

3. What is the focus of classical Chinese in the senior high school entrance examination?

1. Perceive the text as a whole and understand the author's attitude and feelings.

2. Be able to sort out the ideas of the article, understand the main content, appreciate and scrutinize the meaning and function of important words in the language environment.

3, reading simple classical Chinese, can use notes and reference books to understand the basic content. Recite 50 excellent poems.

Check hot spots

1. Understand the meaning of notional words and function words in classical Chinese.

2. Correctly translate some important classical Chinese sentences.

3. Understand the basic content of classical Chinese and grasp the thoughts and feelings of the article.

4. Filter and extract the information in the text.

5. Analyze the author's viewpoint and attitude.

Problem type analysis

The first question generally examines the source of the article and the author's brief introduction. The key to answering such questions is to focus on the notes under the textbook and pay attention to the usual accumulation.

The second question generally examines the meanings of common classical Chinese words in classical Chinese. The key to solve this kind of problem lies in the usual accumulation. In the exam, we should combine the context, distinguish the various meanings of words and write down the specific meanings of words.

The third question generally examines students' grasp of sentence pause. To divide the reading rhythm, we must refer to the characteristics of sentence patterns, grasp the characteristics, and take "meaning group" as the unit according to different pause rules, focusing on "meaning" rather than misinterpreting the meaning of sentences.

The fourth question is generally a translation question. In the translation of classical Chinese sentences, we should pay attention to the following situations: ① flexible use of parts of speech; 2 ancient and modern synonyms; ③ Polysemy; ④ Common words; ⑤ Special sentence patterns, etc. Translate in different ways to achieve accuracy and fluency.

The fifth question generally examines whether students can express their understanding and views on touching scenes and images in classical Chinese. To answer such questions, we should deeply understand the ideological content of the article, be good at analysis and express new ideas.

Misunderstanding of answering questions

1, there are mainly the following mistakes in the understanding of words: ① the choice of meanings of polysemous words is inaccurate; ② The ancient and modern synonyms can't be accurately distinguished; ③ Incorrect mastery of interchangeable words; ④ It is impossible to distinguish the various usages of function words in classical Chinese.

2. When translating the sentence meaning of classical Chinese, the main mistakes are as follows: ① the key words are not translated or the translation is inaccurate; ② Don't understand the implied meaning of the sentence.

3. Analyzing the content and writing method of the article, the main mistakes are: ① not focusing on the whole article and answering the questions in isolation; ② Not good at generalization, inaccurate and incomplete generalization; (3) Can't grasp the main points and answer irrelevant questions.

4. Answering open questions, the main misunderstandings are: misinterpreting the original text, deliberately exaggerating, making something out of nothing, etc.

Coping strategy

1, strengthen reciting, increase accumulation and improve language sense. The classic paragraphs of key articles should be read repeatedly in order to truly grasp their connotation.

2, master the translation skills of classical Chinese sentences, learn to figure out the rules and form the ability.

3. Pay attention to the overall perception of the article, comprehend the meaning and grasp the emotion in the specific context and situation.

4. When dealing with open issues, we should think positively, express boldly, and strive for novelty and originality, but we should not blindly follow suit.

4. What is the necessary knowledge to learn ancient Chinese? According to the requirements of curriculum standards, students' mastery of knowledge and skills and practical application ability of language and characters are emphasized, which is consistent with previous years. However, the test questions also reflect the direction of "change" from four aspects, requiring students to strengthen the cultivation and training of application ability in their studies. This year's Chinese test paper consists of four parts: accumulation and application, modern text reading, ancient poetry reading and composition. The number and scores of each part are basically the same, which is a "stable" part compared with previous years.

Specifically, it is to examine the pronunciation and font, and the dictation of ancient poetry, which are recommended by the curriculum standard. The problem of language application is still to examine the ability of screening information, summarizing and practical application for two materials; Modern Chinese reading is still two articles, while ancient Chinese reading is a comparative reading of an in-class paragraph and a foreign language paragraph. The content of the examination is the understanding of words and sentences, the understanding, analysis and generalization of the text content; The composition is also in the form of "propositional (semi-propositional) composition+material composition".

This year's Chinese test questions are also outstanding in the aspect of "change", which shows to some extent that Chinese test questions are moving closer to more practical application ability.

Change the modification of ill sentences to examine the coherence of language. It is difficult to test famous books, and it is required to fill in the story names in the order of plot. It is by no means possible to get points by doing several famous works, and the score has also changed from a three-point multiple-choice question last year to a four-point fill-in-the-blank question, which has increased the examination of literature and stylistic common sense. The reading part of modern literature has become "literary works+argumentative papers".

Enlightenment: Pay attention to knowledge accumulation and learn to "apply what you have learned"

This year's exam focuses on students' memory, application and accumulation of basic knowledge.

The sixth question is about Water Margin, which examines students' language accumulation and language application ability. If students don't understand the story of Water Margin, the difficulty will increase greatly. This requires students to read more famous books and pay more attention to these common stories and knowledge points.

The second question of the seventh question examines the coherence of language. Such open-ended questions more clearly reflect students' ability to understand and use language. Language must be fluent and meet the requirements of the topic-in line with the identity of the speaker and the connection of related materials. If you just connect the materials simply and stiffly, the score is only half. This study examines whether students have used what they have learned in their usual study accumulation, such as how to string the previous sentence with the next sentence. Usually pay more attention to it, which can be found in the TV award ceremony or the tour guide's explanation.

Every year, most students report that "reading and material comprehension are easy to lose points", and this year is still the case.

For example, what role does the sentence with a horizontal line in the first paragraph play in the article structure of question 1 1? If you only answer the transition or cohesion before and after, you can only get L, because there is a lack of understanding between paragraphs of the article, and "shrinking the narrative part of the previous article, causing the discussion and lyric part behind", the answer is more complete.

In the paragraphs of argumentative essays, the topics examined are very shallow, but it is difficult to get them all. For example, in the demonstration of sixteen questions, students are required to fully understand the full-text framework before they can answer completely, and only answer "ask questions, analyze problems and solve problems", giving 1 point.

5. What was the classical Chinese in the Hulunbeier language test in 2008 and 2009? Analysis of 2009 Hulunbeier Senior High School Entrance Examination Paper.

Classical Chinese reading

(1) excerpt from Zou Ji satirizes two paragraphs of coachable, the king of Qi. * * * There are four questions (5), (6), (7) and (8). (5) Investigate students' mastery of ancient and modern synonyms. This is a difficult problem. First of all, students should know that "place" is a phrase here, "land" means "land" and "square" means Fiona Fang. Therefore, according to the meaning, it should be divided into "land" and "square". (7) Examining students' translation ability, the score is higher than last year (2). Attention should be paid to the usage of the word "zhi" in the sentence (1). The former is a pronoun and the latter is an auxiliary word, which cancels the independence of the sentence and has no practical significance. (8) This topic is closely related to students' life. We should examine students' oral communication ability, remind students to pay attention to the way of speaking, and also look at the speaker, age and identity.

6. How to guide students to review classical Chinese? At present, many junior high school students have started to review independently. Recently, the author interviewed Cui, a researcher in the Chinese Teaching and Research Section of Shizhong District, hoping to provide some help and reference for students to review independently.

Chinese test questions in senior high school entrance examination are generally divided into four parts: knowledge accumulation, classical Chinese reading, modern Chinese reading and writing. Teacher Cui talked about her own views on this.

Where does the accumulation of knowledge begin? Q: China's knowledge is profound. In the actual review, many students feel at a loss. How to solve this problem? A: The proportion of knowledge accumulation in the senior high school entrance examination questions is relatively small, and most of them are rote memorization, which belongs to the basic score. When reviewing, candidates should focus on in-class and pay attention to the combination of in-class and out-of-class activities, especially famous articles and famous sayings.

What needs special emphasis is that we should pay attention to making the past serve the present when reviewing, and pay attention to famous sayings and sentences that have guiding significance to modern society and modern life. The combination of reading and receiving classical Chinese Q: Many students have a headache about reading classical Chinese after class and don't know how to review it.

A: In this respect, we should pay attention to the ability transfer, open up the boundaries inside and outside the class, take the phenomenon of classical Chinese in class as a clue, and look for examples outside the class to achieve mastery of what we have learned. In the review, students can systematically summarize and sort out the knowledge points they have learned. For example, with regard to the word "zhi", students can sort out the usage of the word "zhi" learned in class, list it in a tabular outline, and then find examples in extracurricular books. In this way, review not only consolidates the usage of the word "knowledge", but also broadens their horizons and gains new knowledge.

Q: What classical Chinese books can junior three students read? Answer: If students have spare time after class, they can choose to read some classical Chinese books, such as Shi Shuo Xin Yu, Xiao Guang Lin Ji and other interesting and relatively simple books, or read educational classical Chinese works such as Yan Family Instructions, which can virtually improve their reading ability in classical Chinese. Q: What problems do you think students should pay attention to when reviewing modern Chinese reading independently? A: The biggest problem for students in answering modern Chinese reading questions is that they can't express their understanding properly.

It is suggested that students consciously improve their language expression ability and learn to express their views systematically and methodically when reviewing at ordinary times. At the same time, pay attention to practicing some answering skills, such as trying not to be divorced from the text when answering questions, using and changing the language in the text to express your views.

I'm the main writer. Q: Writing occupies a considerable proportion in the senior high school entrance examination. Many students are very upset and try their best to write, but they can't get satisfactory results. What do you think of this? A: There is no immediate special effect method on this issue. It is best to pay more attention to practicing calligraphy, writing diaries and weekly notes, and writing reading experiences. Candidates can keep a diary every day from now on, which I believe will benefit a lot.

In this regard, it needs to be emphasized. Many students often make a mistake in exams, that is, trying to figure out the psychology of the marking teacher. Every time they write a paragraph or even a sentence, they always consider how to impress the marking teacher and get high marks.

In fact, it is easy to interrupt coherent thinking when writing, which leads to the lack of coherence and organization in the article, but it can't get high marks. So when writing, don't try to figure out the psychology of the marking teacher, but write according to your own life feelings, so as to write good works.

What strategies and methods should we pay attention to in the final sprint stage? Let's briefly talk about some practices of our school teachers in the final review stage: First of all, we should seriously "eat" the exam questions in the past two years. In the past two years, the structure, content, type and quantity of senior high school entrance examination questions have remained basically unchanged.

The examination paper is divided into four sections: accumulation, classical Chinese reading, modern Chinese reading and composition. The content of the examination questions is relatively stable, and the purpose of the examination is clear: from the accumulation and application of famous sayings and sentences in and out of class, to the reading of classical Chinese in and out of class, to the reading of modern Chinese after class, and finally to the writing of topic composition.

Pay attention to the examination of students' knowledge accumulation, especially the examination of students' ability to analyze and solve problems in combination with life practice and life experience. How to analyze the examination questions in recent two years? Now only four parts of the test paper are briefly explained.

First, the accumulation part. The scope of the exam is basically the famous sentences that are required to be recited in the reading questions of junior high school teaching.

Reciting and reviewing should not only strengthen memory, but also understand it and use it flexibly. It is not only memorizing articles, but also implementing every word, especially the words that often make mistakes in dictation. We should always "review the mistakes".

Remember: one word difference, the whole game is lost. Second, the classical Chinese part.

The scope of classical Chinese examination in class is teaching and reading articles in junior high school. Pay attention to the key points when reviewing.

According to the examination scope and requirements of the syllabus and your familiarity, you should choose the key review content. Generally examine the meaning and usage of function words and content words commonly used in classical Chinese.

Content words often examine words with polysemy, different meanings in ancient and modern times and flexible parts of speech; The focus of sentence examination is the sentence structure and sentence meaning of key sentences; The examination of the content is basically the same as that of modern Chinese. From words, phrases and sentences to literary common sense, thoughts and feelings, expression techniques, etc. We should find out the main points and sum up the rules.

Second, we must choose a good title. Choosing beautiful articles in teaching and reading content is often the most typical article with the widest knowledge coverage in classical Chinese, so that review can get twice the result with half the effort.

Classical Chinese reading problems are mainly divided into two categories. One is translation.

The way to solve this kind of problem is: (1) have a general understanding of the full text and grasp the tendency of the article. (2) Understand the meaning of the translated sentence context in detail, translate it word by word, and make corrections, reservations, deletions, additions and adjustments.

When translating, pay attention to the key words in the sentence, which are often the score points. (3) The meanings of words in the text can also be deduced from modern words and idioms.

(4) In addition, we should pay attention to some special phenomena, such as flexible use of parts of speech, different meanings in ancient and modern times, words that pass through falsehood, and compound words with partial meanings. (5) If literal translation fails, use free translation.

We must infer from the context, not stick to the original structure, and boldly speculate in connection with real life. The second is enlightenment.

Pay attention to the ideological tendency when solving this kind of problems.