Problem-solving skills in classical Chinese

1. Question-answering skills for high school classical Chinese

Extracurricular language materials will inevitably be tested in classical Chinese reading in the high school entrance examination.

What should I do if I face a passage or article I have never read and there is no reference book to look up? Many students feel helpless when answering such questions. Based on teaching practice, I have summarized four steps for solving problems, which are for students’ reference only.

The first step is to quickly browse the questions. Extracurricular classical Chinese reading test questions have a characteristic: some question options provide the meaning of certain key words in the text, and some questions indicate the main content of the classical Chinese text. Browsing the questions will help students initially understand the general meaning of classical Chinese texts.

Therefore, when you receive an extracurricular classical Chinese reading passage, you should first quickly browse the questions after the passage. The second step is to carefully analyze the title. Generally speaking, extracurricular classical Chinese reading passages will be given titles.

Teachers should guide students to pay attention to and carefully analyze the titles of passages. Because most of the titles themselves summarize the main content of the classical Chinese text.

For example, in a test, an extracurricular classical Chinese reading passage of "Chu Ren Xuezhou" was tested. The title of this subject-predicate structure summarizes the main content of the paragraph. We know the main content of the paragraph after reading the title.

In short, careful analysis of the title of the paragraph can enable us to quickly understand the main content of the classical Chinese text. The third step is to quickly read the full text with annotations. Extracurricular classical Chinese reading passages will generally provide annotations for some difficult classical Chinese words.

These annotations help students accurately understand the main content of classical Chinese texts. Therefore, teachers should remind students not to ignore these annotations, but to quickly read the full text in conjunction with the annotations.

It should also be noted that teachers should remind students not to stop and think hard when encountering "stumbling blocks" in the process of reading the full text, but to continue reading. In short, read the whole text quickly, without trying to fully understand it. Just be able to understand the general meaning of the article.

The fourth step is to "prescribe the right medicine" to answer the questions. There are three types of extracurricular classical Chinese reading questions, namely word explanation questions, sentence translation questions and content comprehension questions. Different problem-solving methods are used for different questions: (1) Word explanation questions.

Most of these questions examine the phenomenon of polysemy in classical Chinese content words, and these classical Chinese content words are basically what students have learned in classical Chinese in class. When solving problems, we should first apply the meanings of the classical Chinese words we have studied, and then check them with the context. After checking that the meanings are smooth, the answer is correct.

(2) Sentence translation questions. Translated sentences should be free translation based on literal translation.

First, explain the meaning of the key words in the draft (literal translation); then, write the general meaning of the sentence (free translation). When translating sentences, you need to pay attention to the following issues: First, proper nouns such as year names, names of people, places, official names, names of things, book titles, and country names should be kept as they are without translation.

For example: "In the spring of the fourth year of Qingli (year name), Teng Zijing (name of person) was relegated to Baling County (name of place)." This sentence can be translated as: In the spring of the fourth year of Qingli, Teng Zijing was demoted and became the prefect of Baling County.

Second, words that have no actual meaning in the sentence should be deleted. For example: "Chen Sheng is from Yangcheng", "Zhe...ye" means judgment, which is meaningless and should be deleted. This sentence can be translated as: Chen Sheng is from Yangcheng.

Third, some special sentence patterns in classical Chinese (such as subject-predicate inversion, object-prepositioning, adverbial-postpositioning, etc.) are different from the word order of modern Chinese, and appropriate adjustments must be made during translation. For example: "What's more, you are not favored (subject and predicate inversion)!" This sentence can be translated as: Your lack of intelligence is too serious.

Fourth, if the translated sentence is an omitted sentence, the omitted elements must be added. For example: "Nai Dan wrote on the silk silk 'Chen Sheng Wang' (ellipsis)."

This sentence can be translated as: They (the subject) used cinnabar to write the words 'Chen Sheng Wang' on the silk. Character. (3) Content comprehension questions.

There are three ways to solve this type of question: first, answer by quoting sentences from the original text; second, answer by excerpting key words from the original text; third, organize the answer in your own words. Of the three methods, the accuracy of answering using the first and second methods will generally be higher. 2. Ideas and methods for solving problems in classical Chinese in high school

1. Using problems to solve problems Reading classical Chinese is relatively difficult, and most students often don’t understand it after reading it once.

At this time, you should quickly browse the test question requirements, especially the final content summary judgment question. Read it carefully to understand the general content of the full text, because there is often one item in this question that does not conform to the original text, and the other three items are correct. , even if there is one mistake, it is often a detail issue. Then by interpreting the last question, you will immediately understand the full text content, and then read the original text, you will get twice the result with half the effort and turn difficulties into easy ones.

2. Use text to interpret text. To use text to interpret text is to use the words in the article to solve the problem. Various factors in the article have a relationship of mutual restriction and mutual interpretation, which is a basis for readers to interpret the article. For example, the 1994 test question, "Respect the elders in the east, if you don't do anything, you will always get rice, so why eat in vain alone?" Charming".

"Bai Can" means white rice, because the above text says "You can get white rice with a monthly salary...". 3. Annotate the text. Classical Chinese proposition writers will give some annotations, which can often be of great help in solving problems.

For example, in the 1991 test question, there is a sentence: "Most people who know have uncle Duan, Zhouxu ridicule". The questioner gave annotations to "Uncle Duan, Zhouxu" and based on the annotations, he wrote a sentence. Question: "As for the evil king Langnan, most people who know it have Shu Duan, Zhou Xu ridiculed it, the reason is (what)." "This actually tests the students' ability to interpret the text with facts."

4. To understand the text. When answering translated sentences, you must combine it with the context and be good at understanding things.

For example, in 1994, the word "give" in the sentence "give to support" seems to be OK. But from a rational analysis, we can only choose "to make... abundant".

Because as a retired official, He Ziping "dedicated his energy" that is, he was not satisfied with ordinary support, but "made it abundant". Another example is the translation of "supporting a private family", is it "supporting the mother at home," or "supporting the mother in running the household"? Regardless of the prescriptive meaning of the word, from a purely emotional point of view, it cannot be said to be "helping the mother run the house."

Because the important task of "managing the family" still rests with his mother, who is nearly eighty years old. How can He Ziping be filial? The teaching goal of classical Chinese in high school is "the ability to read simple classical Chinese independently." As the college entrance examination, of course, we are facing high school graduates with such ability. 3. Problem-solving skills in classical Chinese

Classical Chinese translation is a required question in the college entrance examination, and since 2004, the examination has been intensified. Its importance is self-evident.

In order to better review and prepare for classical Chinese, taking a comprehensive look at the classical Chinese translation test questions for the college entrance examination in recent years, we will find that the following aspects are particularly worthy of your attention: Focus 1: Flexible use of parts of speech. Flexible use of parts of speech is classical Chinese. Unique grammatical phenomena in Chinese, sentences containing inflected parts of speech are also a subject of special concern for college entrance examination proposition experts. Therefore, when we translate classical Chinese, we must grasp it carefully and distinguish it carefully.

The conjugation of parts of speech mainly includes the conjugation of nouns, adjectives, verbs, etc. When we encounter sentences containing part-of-speech conjugations when translating classical Chinese, we must first determine the type of part-of-speech conjugation, and then infer its meaning accordingly.

Example 1: It’s strange that he does what he wants without my words. Analysis: The word "qi" in this sentence is used as a conative verb and should be translated as "surprised by...".

This sentence should be translated as: However, I was also surprised that he did not adopt my opinion and realized his wish. Example 2: From ancient times to the present, there has never been a person who could avoid danger even if he was so poor.

Analysis: The word "Qian" in this sentence is used as a verb and should be translated as "embarrassing". This sentence should be translated as: From ancient times to the present, no one has embarrassed his subjects without being in danger.

Example 3: You can ride to a wealthy family in the morning, issue a coffin and give the coupon to its owner.

Analysis: "Morning" in this sentence is a noun used as an adverbial, and can be translated as "in the morning" or "early in the morning".

It is difficult to get full marks if you cannot recognize the conjugation of nouns. This sentence should be translated as: Hou Ke rode straight to the rich man's house early in the morning, opened the wooden box, took out the field deed and returned it to his owner.

Example 4: If you use it greatly, you will be king; if you use it small, you will perish. Analysis: The word "王" in this sentence is originally a noun, but is used as a verb in the sentence and is translated as "to be king".

Therefore, this sentence should be translated as: If you use it in a big way, you will be king, but if you use it in a small place, you will die. Example 5: The horse died of illness and obesity, causing the mourning of all the officials. They wanted to bury it with a coffin and a coffin.

Analysis: The word "mourning" in this sentence is a verb used as a verb and should be translated as "for... to mourn". If you can't judge the usage of "mourning", it's easy to make a joke.

This sentence should be translated as: The horse died of obesity. (King Zhuang) asked the ministers to attend to its funeral and bury it with the doctor's etiquette of an inner coffin and an outer coffin. Focus 2: Special sentence patterns There are many special sentence patterns in classical Chinese, such as "judgmental sentences, passive sentences, inverted sentences", etc.

Sentences containing special sentence patterns are often valued by proposition teachers. If you want to be able to accurately translate such sentences, you must be able to translate their sentence structure features; otherwise, it is very easy to lose points.

Example 6: If a good man wants to be a farmer but becomes a soldier, the people will be greatly frightened. Analysis: This sentence is an attributive postposition.

"He who is a soldier" is the post-positioned attributive of "farmer". When translating, the attributive must be restored to its original position. This sentence should be translated as: Wu Liang wanted to be the original The farmers were registered in the army, and the people were very panicked. Example 7: He recruited his chieftains and told them about disaster and fortune, and all the barbarians believed in his words.

Analysis: In this sentence, "to bring misfortunes and blessings" is an adverbial postposition. When translating, it should first be adjusted into normal word order, and then translated. This sentence should be translated as: So they summoned their leaders and informed (them) of the blessings and misfortunes (stakes and benefits). Each tribe believed that Xu Ti's words were credible. of.

Example 8: I heard that the prince wanted to use Zhou Zhi, and he wanted to get rid of the king's preference. Analysis: This sentence is a judgment sentence marked by "...Zhe...ye".

When translating, it must be translated into the format of "...is...", that is: I heard that the reason why you want to use me, Prince, is to end the king's preference for sword fighting. If you cannot translate this sentence pattern feature, it will be difficult to get full marks.

Example 9: What the State of Zhao could not ask for. (2005 College Entrance Examination Tianjin Paper) Analysis: This sentence is an object preposition sentence.

"He" must be returned to its place during translation. It should be translated as: What do you want in Zhao but cannot get? Example 10: When Hui Gang was an official, he was jealous of his superiors and was often impeached wherever he went.

Analysis: "Gangyu is an official" in this sentence belongs to the postpositional preposition structure, and "Seeing Jiyu Shang" belongs to the passive sentence pattern. When translating, it should first be adjusted to the normal word order, and then translated, that is: Zhu Hui was a very upright official, but he was hated by his superiors. He was impeached wherever he went.

Focus 3: Polysemy of a word Most words in ancient Chinese have polysemy. This phenomenon of polysemy is often the focus of translation examinations. When translating, we must pay attention to the specific context and select the most appropriate one from many meanings for translation.

Therefore, we need to distinguish the different meanings of words in our daily review and preparation. Example 11: Fan’s family is rich, but is he already rich? Analysis: "Ji" in the sentence is a polysemous word. Common meanings include: stop; cancel; already; excessive; modal particles, etc.

According to the context, it can be seen that the meaning of "cancel" is the most appropriate. This sentence should be translated as: The Fan family is rich and powerful, why not cancel this marriage? Example 12: Xia said: "Serving people with food and drink is what I don't do."

Then he gave up. Analysis: The word "stop" in the sentence has multiple meanings. Common meanings include: stop; remove; end, dismissal, etc.

According to the context, the meaning of "end, dismissal" is the most appropriate. This sentence should be translated as: Pei Xia said: "I do not want to use others because of my own desires."

So they all were dismissed.

Example 13: Although things are dramatic, I must always visit my mother and ask questions.

Analysis: The common meanings of "drama" in the sentence are: powerful, serious; complex, numerous, etc. According to the context, it can be seen that the meaning of "many" is the most appropriate.

This sentence should be translated as: Although there are many things, I must often visit my mother to greet her before leaving. Point 4: Omission of components. Omission of components is also a common phenomenon in classical Chinese. The omitted components are usually subjects, objects, preposition objects, etc.

Omitted components are often something that proposition teachers pay attention to. We must fill in the omitted content when translating. Example 14: Begging Li to return home.

Analysis: The omitted element in this sentence is the object "this book", which should be filled in during translation, that is, he asked Li for (this book) and took it home. Example 15: The chief clerk was shocked and suddenly came to nothing.

Analysis: The word "quickly" in this sentence omits the object "zhi (this matter)" of the preposition "yi". The omitted content in translation must be added, that is, "quickly" (The) Bai (Yu)”. This sentence should be translated as: The chief clerk was very surprised and immediately reported (the matter) to the enemy.

Example 16: Li Chu didn’t say anything, but Nigu questioned him, so he told the monk. Analysis: "It is to tell the monk" in this sentence omits the subject, object and the center of the noun phrase. When translating, pay attention to filling them in. 4. Some question-answering skills for high school Chinese, especially appreciation, reading and comprehension of classical Chinese and ancient poems

This is summarized by a senior high school sister of mine. Regarding Chinese, I summarized a few points: 1. For ancient Chinese, Memorize classic passages.

Note that the usage of zhi, yu, with will do. You can probably explore the meanings of other words. 2. Read more books. Sometimes you don’t write them in the notebook. Just read them once and leave an impression. 3. Write more compositions and practice writing. It’s good, just write more in the space diary (my composition level has greatly improved because of this) 4. Composition is very important, the beginning and the end, find a better paragraph before the exam, it will definitely be useful in the exam 5. Reading, First remember the answer format (most people know it) and then rely on yourself. However, if you read more books and practice writing more, you will have an advantage in accuracy. 6. Writing, especially for boys, is very problematic. They can't read. It's not that they don't take it seriously, they are just so sloppy by nature.

The general principle of answering skills for Chinese language in the College Entrance Examination: one point per minute, 150 points. The multiple-choice questions are a little faster, about 5 minutes early.

First of all, take a deep breath, and then tell yourself: "Haste makes waste"; try your best to write down the traces of your thinking on the test paper; believe in your first impression; never leave it easily Blank; remember the principle of "neat, beautiful, and effective"; then pick up the pen and enter the selection stage of the objective questions in the first volume: Volume I (multiple choice questions ***36 points) (1) (15 points, each question 3 points) 1. Tips for answering phonetic pronunciation analysis questions: The probability of correct pronunciation of common words is low. Rare words are generally not mispronounced.

To review the questions clearly, the elimination method is a better method. 2. Tips for answering the glyph analysis questions: "similar shapes but different pronunciations".

Uncommon words are generally not wrong. Usually accumulate more.

3. Use word usage questions to choose the answer you think is the best based on your sense of language. There are generally two types: Answering skills: To understand the meaning of the word, first eliminate the words you know best, and then analyze the meaning of the word. To use it, you must find the corresponding information in the context, and the focus is on "matching on the occasion of use." Pay attention to the elimination method, eliminate the words that are easiest to distinguish first, and gradually reduce the options.

4. Answering skills for idioms (including idioms) analysis questions: First, explain the idioms word for word, and use the structural characteristics of idioms to grasp the main meaning of the idioms, but be careful not to interpret the meaning of the idioms; Second, understand the complimentary meaning of the idioms Derogatory, neutral and other emotional *** color; Third, pay attention to the scope of use of idioms and the objects they are collocated with; Fourth, try to find relevant information in the sentence. Fifth, weigh and compare the four options and select the one that best meets the requirements.

To correctly understand the overall meaning of idioms, you must pay attention to the combination and matching of context. The more literal an idiom is that you want to understand, the more you need to pay attention to pitfalls.

Particularly unfamiliar idioms are often true.

5. Types of incorrect sentence analysis questions: improper word order, improper collocation, incomplete or redundant components, chaotic structure, unclear meaning (ambiguity), and illogical. Answering skills: The elimination method is mostly used to judge faulty sentences.

Recalling the signs of common wrong sentences that I have done before, the idea of ????taking questions is usually: "Check the backbone of the sentence to see if there are any missing components → → Consider the use of words and whether they match → → Read silently in your mind to see if there are different sentence patterns Mixed use → → Comprehensive thinking, whether it is consistent with logical thinking - rely on the sense of language. "Pay special attention to the following situations: ① In sentences starting with the prepositions "about", "for", "pair", etc., pay attention to the incompleteness of the subject.

②Similar to the sentence "A" is "B", pay attention to the coordination of "A" and "B", it may also be a mixture of sentence patterns. ③There are long modifying words after the verb. Pay attention to whether the object is incomplete.

④ Use "and", "or" and comma to connect the parallel components, pay attention to ambiguity and whether the internal logical order is improper and the subordinate relationship of meaning. ⑤The first half of the sentence uses double-sided words such as "can" and "can". Pay attention to whether the second half of the sentence is coordinated with the first half.

⑥In rhetorical questions and interrogative sentences, pay attention to whether they have opposite meanings. 6. Punctuation question Answering skills: Pay attention to the use of commonly tested punctuation marks (stops, quotation marks, dashes, brackets, semicolons, question marks) in the test paper, focus on reviewing the correctness of the use of such punctuation marks, and analyze and eliminate them one by one.

7. Answering skills for sequencing questions (language coherence questions): first consider the sentence form, requiring consistent topics, consistent statement objects, consistent narrative angles, consistent sentiments, and basically consistent contextual sentence patterns , remain coherent with the context. Also pay attention to the harmony and rhyme of language syllables.

Then consider the content of the statement, and pay attention to the order of time and affairs. You also need to find the corresponding information in the upper and lower sentences.

Language style should be consistent. Cohesion of paragraphs, looking forward and backward, paying attention to the continuity of the subject of the context and the internal logical connection.

Find a breakthrough and use the elimination method. The idea of ??doing the question is: test whether the statement object (subject) is consistent → → whether the topic is consistent → → whether the sentence structure before and after is consistent → → whether the situation is consistent → → whether the syllables are harmonious, etc.

(2) Modern text reading (9 points, 3 points for each question) (6-8 questions) How to read scientific articles, focusing on overall reading, explanatory text to capture basic concepts and understanding of basic Text that explains concepts; argumentative text that captures the basic points and elaborates on them. Read the first and last paragraph carefully and repeat each paragraph in general in your mind.

Mark the sentences in the article that reveal the main idea and the structure of the article, and use strokes to highlight pronouns, related words, and marker words. Read the question and find the areas corresponding to the options.

The content of the article and the title are mutually verified. General problem-solving skills for scientific texts Convert negative statements in the question stem into positive statements.

For question stems with words such as "based on", "evidence" and "reason", there must be a causal relationship between the options and the question stem. Replace the pronoun with the pronoun content so that the pronoun is consistent with the pronoun content.

Find the content area related to the options, and compare and contrast the options with the article content word by word and sentence by sentence. The deduced options must be based on the original text and must have causes and consequences.

Pay attention to the difference between what is not yet and what is already, cause and result, first and last, exaggeration and reduction, part and whole. Normal errors include intentional confusion, overgeneralization, making things out of nothing, pretentiousness, substituting concepts, reversing cause and effect, imposing cause and effect, and making random divisions.

7. Tips for answering conceptual word comprehension questions: Find the content area corresponding to the option, underline the corresponding sentence in the article, connect the original meaning of the word, and grasp the contextual meaning. 8. Tips for answering sentence comprehension questions: clarify the structural relationship of complex sentences and conduct appropriate analysis of sentence components.

Secondly, we must think carefully about the modifying ingredients, which is the focus of option comparison. Find the article.