How should China children review before the middle school entrance examination?

First, understand the dynamics of the senior high school entrance examination and clarify the requirements for the senior high school entrance examination. As the saying goes, "Know yourself and know yourself, and you will win every battle." Instead of blind review, high consumption and low efficiency, it is better to make clear the review objectives, be targeted, take fewer detours, and achieve low consumption and high efficiency. Therefore, candidates should seriously study and master the Chinese curriculum standards and the spirit of the Chinese examination in the senior high school entrance examination, make clear the direction of the Chinese examination in the senior high school entrance examination, grasp the content, focus, scope, questions and examination requirements of each part of the examination, and conduct a planned, organized and targeted general review of the Chinese in the senior high school entrance examination under the careful guidance of teachers. Second, make a reasonable review plan and define the review steps. Review is a process of combing, summarizing and synthesizing what you have learned. A reasonable plan can make the review go on in an orderly way. Review can be carried out according to the following steps: Step 1: Review horizontally. The six volumes of Chinese books can be divided into units, and the knowledge points, ability points and moral education points of each unit can be summarized horizontally. Make students have a more overall impression of junior high school Chinese, thus forming the skeleton of knowledge and the ladder of thinking; The second step is to review vertically. According to the content of the Chinese examination in the senior high school entrance examination, special review can be divided into four sections: accumulation and application, reading of ancient poems, reading and writing of modern literature. The review at this stage is to strengthen the review according to the requirements of curriculum standards and exam instructions. Review focuses on defining the requirements of test sites, the main points of knowledge, and cultivating comprehensive Chinese ability and innovative learning ability. At this stage, we should be familiar with all kinds of typical Chinese questions in the senior high school entrance examination, strengthen training purposefully and step by step, gradually form correct problem-solving ideas and scientific problem-solving methods, systematize our knowledge, and form the ability to integrate resources and solve problems on this basis. The third step is a comprehensive review. After reviewing the relevant knowledge points and topics vertically and horizontally, combined with the latest examination information, we can do some related comprehensive sprint simulation questions to test the effect of Chinese review in the senior high school entrance examination, increase the practical experience of the examination and make up for the omissions in the review.

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Third, master scientific methods to improve language use and reading and writing skills. This is the most important point in review. We should pay attention to the application of basic problem-solving skills and methods in Chinese review, because the basic problem-solving skills and methods come from the teacher's usual specific explanations; It comes from students' emotional accumulation in their usual study and has been proved by years of practice in senior high school entrance examination. Therefore, it is suggested that when organizing review, we must skillfully use these skills and methods, pay attention to understanding and sentiment, pay attention to understanding and language expression, gradually master the basic laws of language use, reading and writing, and improve our comprehensive ability to learn Chinese.

Fourth, focus on key points and conduct targeted training. Through the analysis of the Chinese examination papers of the senior high school entrance examination in recent years, we can clearly understand that the scores of reading and writing account for 8 1.67% (full score 1.20) of the whole paper. In view of this, the review of reading and writing content has become a top priority. This key point should be highlighted when reviewing. The reading materials for senior high school entrance examination take into account all kinds of styles, all of which come from extracurricular activities; Reading questions are subjective and objective. Writing questions, whether topic composition, semi-propositional composition or other forms, require candidates to choose their own writing style freely. These characteristics require us to conduct targeted training. For example, to review the reading content of modern Chinese, we should be clear about the relevant knowledge of narrative, explanatory and argumentative essays, and then select several kinds of classic paragraphs or articles that are better and representative in the middle school entrance examination questions in recent years for testing, and make comments after the test. In the process of commenting, we can take the following steps: first, guide students to perceive the ideas and contents expressed in the article as a whole, so as to understand what they have written; Then guide students to understand the author's writing ideas, understand the author's ingenious writing methods and language characteristics, and try to figure out how the author "writes"; Finally, guide students to fully understand the ideological meaning of the article and the author's thoughts and feelings, and think about the author's "why do you want to write like this?" Writing review also needs to be targeted.

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How to do a good job of Chinese appreciation in senior high school entrance examination?

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First, the types of Chinese appreciation questions in the senior high school entrance examination are: 1. Appreciation of words. Appreciate the wonderful use of words in sentences, such as 1 1 in the senior high school entrance examination in Anhui Province in 2006. Question: Can the word "seems" added in paragraph 6 be removed? Please explain the reason. 2. Overall appreciation of paragraph language. Appreciate the language features of a paragraph or the whole article, such as the 2006 Guangdong Senior High School Entrance Examination 12: Please briefly analyze the language features and expression effect of the second paragraph. 3. Selective appreciation. Choose a sentence from the given sentences and enjoy it. Enter the 2006 Nanjing senior high school entrance examination question 19: The article has many wonderful descriptions of teachers. Please choose one of the two underlined sentences in this article and make a brief appreciation in combination with the context. 4. appreciate it. Give a sentence with the same meaning and another sentence with different opinions, and compare and judge the advantages and disadvantages. For example, in 2006, the Chinese test question of the senior high school entrance examination in Hebei Province was question 23: Compare the following two sentences, which one do you think is better? Please tell me the reason. 5. Rapid appreciation. Choose the right one from the appreciation given, or fill in the blanks. For example, in question 16 of Lanzhou senior high school entrance examination in 2006, "Taste the last paragraph and answer the question" is the form of filling in the blanks.

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Second, the steps of Chinese appreciation (1) clarify the direction of Chinese appreciation. The language to be appreciated generally has certain characteristics. When we appreciate, we must first understand the characteristics of the object of appreciation, which is the direction of language appreciation. Generally, the following aspects can be considered: 1. Whether the words are accurate and vivid; 2. What kind of writing methods are used, foil, irony, want to promote first, and give consideration to both before and after; 3. What rhetorical devices are used, such as metaphor, personification, exaggeration, parallelism, duality, repetition and rhetorical questions. 4. What expressions are used, such as discussion, lyricism and description in narrative.

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(2) The main features or functions of a language 1. Words-vivid, fresh and beautiful, concise, humorous, simple, implicit, accurate, rigorous (especially explanatory) and so on. 2. Writing technique: setting off-setting off the main person or thing with the secondary person or thing, highlighting the characteristics, personality, thoughts and feelings of the main person or thing. Satire-exposing, criticizing and laughing at people or things, strengthening profundity and criticism, and using pungent and humorous language. Want to publicize first, suppress-first belittle and then praise the object described, form a contrast, highlight the object written, and receive unexpected results. Care before and after-make the story complete, rigorous and prominent. Symbol-Give specific meaning to the things described and enhance the expressive force of the article. 3. Rhetoric: metaphor-portraying the image of a person or thing, highlighting some of its characteristics, giving people a deep impression, or explaining things vividly. Personification-endowing things with human character, thoughts, feelings and actions, making things personalized, thus receiving vivid effects. Exaggeration-highlights the characteristics, reveals the essence, and gives readers a distinct and strong impression. Parallelism-enhancing language potential, being good at lyricism and duality-is neat in form, harmonious in phonology, set off each other and complement each other. Contrast-through contrast, highlight the characteristics of things and better express the theme of the article. Repeatedly emphasize a certain meaning, strong lyricism and appeal. Ask questions-ask yourself and answer them, attract attention and inspire thinking. Rhetorical question-clear attitude and emphasis. Strongly lyrical. 4. Performance: discussion in narrative-arouse readers' thinking, point out the significance of characters or events, highlight the center, sublimate the theme, and play the role of making the finishing point. Narrative lyricism-expressing the author's sincere and profound feelings, arousing readers' feelings and making the article have strong appeal. Various descriptions-shaping characters, presenting specific scenes, promoting the development of stories and revealing the theme of articles.

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Third, the answer mode of Chinese appreciation, the answer of Chinese appreciation can be carried out through the following modes: (1) sentence characteristics (one aspect of word selection, writing, rhetoric and expression); (2) Function (according to the function of various sentences); (3) Content expression (combining the content and context of the article to talk about the effect). But in the concrete appreciation, we must really analyze the sentence and understand the meaning and function of the sentence, and we can't completely apply the formula. Pay attention to the coherence of language when answering questions and express your true experience of sentences.

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Vividness of Chinese in senior high school entrance examination

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Bold exaggeration, a bit "rebellious"

Known: Mathematics 2 volumes, Chinese 2 volumes, 1 physics and chemistry 2 volumes, English 2 volumes. Q: Can it be done before the eyelid "fights"?

Solution: No (definitely trained-specific analysis of specific problems)

Math paper 1 (I can't bear to bully an old math lady), Chinese paper 1 (Young Master-easy to fool) and chemistry paper 1 (staring at it 1. 1 hour will make your bones brittle.

Then h =1× 2+0.5× 2+1×1.3+1×1.1+0.7× 2 = 6.8 (hours).

24 hours a day -7 hours (homework)-Sleep time-Time required for eating and drinking Lazar-Seven classes arranged by the Ministry of Education ... How many are left?

I have more nights than days. I don't want to live like this.

"More lice don't itch, more debts don't worry." The sun is new every day. Why bother? Let's escape, shall we? (also didn't answer)

Excerpt from "Problems"

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Only by adjusting your own psychology can you get high marks in the senior high school entrance examination in grade three.

The mid-term exam is approaching, and we are faced with the first large-scale exam this semester, especially the students in grade three have some exam anxiety. In the examination room, not only knowledge, but also mental state, because a good mental state is the premise for you to get high marks! Beijing Senior High School Entrance Examination Online hereby sorts out the psychological adjustment methods before and during the exam for your reference. I wish you all good results in the mid-term exam. One. Correctly treating exam anxiety refers to an extremely nervous psychological reaction of students due to the approaching exam. To put it simply, it is the common feeling of candidates to hope to do well in the exam and be afraid of failing it. This unpredictable situation makes the exam itself a threatening stimulus, which leads to nervous and anxious reactions. You know, exam anxiety is not something we shouldn't have, let alone a psychological problem. Psychology believes that the degree of anxiety, that is, the degree of psychological tension, has an inverted "U" curve relationship with test scores. Too low or too high anxiety will have a negative impact on grades. You can't play your best level without pressure, but moderate psychological tension can motivate people to take exams and produce good activity results. However, excessive exam tension leads to exam anxiety, which affects the performance of the examination room and physical and mental health.

Two. Causes of test anxiety 1. Candidates' own personality and psychological quality (1) Candidates with strong self-confidence, strong self-control, stable mood and cheerful personality are easy to control normally even in the face of the most important psychological state of the exam, and have certain nervousness and anxiety, but they can be calm in thinking, calm in expression and focused, and give full play to their level in the examination room. (2) Candidates with weak self-confidence, weak willpower, big mood swings and introverted personality may imagine that they are not confident enough to perform well, and may have abnormal psychological state in the examination room, which will really lead to exam anxiety and abnormal performance. (3) The lack of good mood and will quality is also one aspect, and some students can't adjust themselves effectively when encountering things. Their mood fluctuates greatly, and sometimes a little thing can cause a great shock in their hearts. Their emotions are hard to be controlled by reason, and they are easily upset, moody and listless. They complain about others when they encounter things, or think they are useless. It is easy for such students to be in a state of extreme excitement or depression before and during the exam, which will also lead to exam anxiety. (4) There is another kind of students who lack self-confidence and have strong self-esteem. They are always afraid of being eliminated. In fact, they have worked hard, but once their grades are not ideal, or their total score is good, and they make mistakes in one subject or even one question, they lose confidence, underestimate their ability and knowledge level, and always imagine that people around them are criticizing and joking ... When they encounter a little setback, they will become dejected and despondent.

2。 There are many kinds of pressures, including family, environment and students themselves. (1) Family pressure: Many family members have "excessive expectations, excessive care, excessive accusations and excessive care" for us before the exam. Excessive expectations increase the pressure of study, and I am afraid that I will feel guilty if I fail to pass the exam. Although you are an adult, you are not mature enough to adjust your emotions and handle things, and you are easily influenced by the outside world. It is easy to get too high self-expectation, hope to succeed in one fell swoop, and fantasize that you can play beyond your own level in the exam and get the appreciation of the people around you. When you feel overwhelmed, you will feel nervous and anxious. (2) The pressure of environmental competition: Students have a competitive mentality, especially students with excellent grades, who are afraid that other students will surpass themselves, so they try their best to do the questions and review. The pressure of competition makes the atmosphere tense and depressing. Under the influence of this atmosphere for a long time, candidates begin to doubt their abilities, often in anxiety, and may even feel inferior and depressed, resulting in psychological problems. (3) Students themselves: They have too high expectations for success. Some students have a high degree of test anxiety because they attach too much importance to the success or failure of the test, especially the psychological significance, and regard this success or failure as too absolute or even unchangeable, which will lead to anxiety and inferiority complex and greatly improve the level of test anxiety. This is especially true for students who are not sure about knowledge preparation and test-taking skills. How much knowledge students have learned and whether they have consolidated it will affect their anxiety level during the exam. If you are not fully prepared and lack knowledge, it will lead to insufficient confidence. I am always fidgeting. Once the test questions are inconsistent with my preparation, I will be more nervous, which will inevitably lead to high anxiety.

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