Techniques for reading and comprehending Chinese classical texts

1. Insights on classical Chinese learning methods

After studying classical Chinese, I feel that methods are very important. Here are some of my insights.

First, we must have a solid grasp of basic knowledge. You must be proficient in mastering common classical Chinese content words, classical Chinese function words, and special classical Chinese sentence patterns.

The second is to understand the use of classical Chinese translation methods. Classical Chinese translation generally takes "faithfulness, expressiveness and elegance" as the translation principles. Faithfulness requires that the translation accurately expresses the meaning of the original text, without distortion or omission, or adding or subtracting meaning at will, that is, not "out of shape". "Da" means that the translation is required to be clear and fluent, conform to the expression habits of modern Chinese, and have no grammatical errors. "Elegance" further requires that the translation should be more elegant in terms of words and sentences, and the writing style should be beautiful.

The third is to master and use classical Chinese reading skills to understand the content of the article.

1. When learning classical Chinese, you must establish context awareness and use the method of "interpreting the text with text, interpreting the text with events, and understanding the text" to understand the article more accurately. ① "Explain text with text", that is, based on the characteristics of ancient people's writing and the location of the word, a more scientific understanding of the meaning of the word in the context. In learning, you can use grammatical structure analysis to infer the meaning of words. For example, in the sentence "It's hard to find a letter in the vast sea", "hard to find" is the predicate, and "faith" modifies "hard to find" and serves as an adverbial. The adverbial is generally used as an adverb. , combined with the context, we can infer that "faith" means "reality". You can also use neat sentence patterns to infer the meaning of words: ancient people's behavior often has the characteristics of symmetry. In similar language environments, words in corresponding positions often have the same, similar or opposite meanings, and the correct meaning can be obtained from this explain. For example: "The rapids are like arrows, the fierce waves are like running", "arrow" and "running" are opposite, and they are both objects. It can be judged that it is a noun, meaning "running horse". You can also use the context, corresponding things, people, etc. to understand. ② "Explain the text with things", the "things" here refer to the relevant factual background. When studying, you can understand this by reading the notes below the class. ③ "To understand the text" means reasonable understanding taking into account the factors of reason and reason. For example, you can understand the article by understanding the character of the character, the author's emotional attitude towards the characters, the events narrated, the emotions expressed, etc.

2. When learning classical Chinese, you must establish an awareness of ancient literary style, and quickly grasp the connotation of the article by grasping the stylistic features. The styles of ancient prose are roughly: notes (including: ① stele: an ancient style of writing on stone tablets to record the life stories of people. ② travel notes: a prose style that describes travel experiences. ③ miscellaneous notes: ancient things that reflect the meaning of events. A prose style that writes about what you have seen and heard without much discussion. ④Stories: It is an ancient style of writing about people’s life stories. ⑤Notes: A short and rich style of writing that mainly records things. For example: "Mengxi". "Bi Tan".) Yuan (an argumentative style that explores the origins of things in ancient times. For example: "Yuan Jun" (Huang Zongxi)) Bianshuo (an argumentative style that distinguishes right from wrong in ancient times) Shuo Shuo (an ancient way of describing, discussing, or explaining things) The literary style. For example: "Ma Shuo" and "Shi Shuo") (An argumentative style of analysis and reasoning in ancient times. For example: "Six Kingdoms") Ancient memorials submitted by ministers to the emperor (Shu: It is the minister's statement to the emperor in detail) A style of opinion, also known as memorials and memorials. Table: a style of stating an opinion or thing. Ce: a style of asking questions about policy in the imperial examination and asking the candidates to answer. It is called sarcastic remonstrance: used in ancient times. A type of literary style that tactfully persuades others to accept the opinions of subordinates.) Preface and postscript (Preface to a gift: one of the ancient literary styles, written for farewell. For example: "Preface to Ma Sheng in Dongyang") Historical biography (general). First introduce someone's life, character, and experience, then describe specific events, and finally describe the person's ending, influence, or later generations' evaluation of him, etc.) Students can consciously follow the stylistic characteristics of classical Chinese in the process of learning classical Chinese. , quickly obtain article information and grasp the key points of the content.

Fourth, on the basis of understanding classical Chinese and grasping the content of the article, timely summarize classical Chinese knowledge points, summarize reading skills, and improve classical Chinese learning ability. Students can classify the knowledge points of the text according to the basic knowledge of classical Chinese, and at the same time summarize the reading skills according to the characteristics of the style, and draw inferences from one instance to achieve the effect of learning classical Chinese and learning classical Chinese.

Classical Chinese carries China's long culture. Scientific learning methods will give our learning wings to fly, allowing us to happily fly in the sky of history, appreciate delicacy, sincerity, beauty, and understand broadness, depth and breadth! 2. Chinese reading experience skills for junior middle school students

Chinese language starts from the romantic soul and moves towards depth, breadth and breadth.

Because of the Chinese language, the story of the peacock flying southeast has become a well-known swan song; because of the Chinese language, the legend of Mulan joining the army has become a well-known story among women and children.

Because of language, Shelley’s “Winter is here, can spring be far behind?” has warmed the hearts of many frustrated people; because of language, Dante’s “Go your way and let others tell it” " Stirs up the mind of every pioneer. Because of language, we have collected the warmth of spring, the heat of summer, the richness of autumn, and the coldness of winter; because of language, we have appreciated the ice and snow in the north, the coconut groves in the south, the eagles in the western regions, and the tides of the East China Sea.

Chinese is a naturally romantic cultural carrier. Intelligent thoughts, noble emotions, and agile intellects all inhabit the deep-rooted and leafy language tree. It inherits human civilization endlessly. It cleans away the filth, refines the essence, and cultivates the body and mind. It brings together romantic and Delivering romance.

3. What are the key points in writing classical Chinese?

As the carrier of traditional culture, classical Chinese has played an important role in promoting the inheritance and development of traditional culture by the people. However, the current way our students learn classical Chinese is single and passive. Students lack the opportunities and abilities to explore independently, learn cooperatively, and acquire knowledge independently, making the learning process difficult and arduous. How can we talk about the beauty of reading classical Chinese? At present, the new curriculum has put forward higher requirements for students' classical Chinese reading, emphasizing that in the process of Chinese teaching, students should be able to "understand the richness and breadth of Chinese culture and absorb the wisdom of national culture." It is extremely urgent to stimulate their interest in learning classical Chinese and improve their enthusiasm and autonomy in learning. Faced with this situation, what strategies can be adopted to adapt to the needs of "autonomous" learning? 1. Pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. The "Chinese Curriculum Standards" require that reading teaching at all stages of school should pay attention to reading aloud: through reading aloud, students enter the context of the text, directly and truly perceive the content of the text, and understand the author's thoughts. Emotions, this is an effective way to change students' learning from passive acceptance to active discovery. The seventh grade students are initially exposed to classical Chinese in the first unit. They have a certain degree of difficulty in implementing the meanings of the characters, words, and sentences in the text, so students are allowed to perceive the overall text. It is particularly important to understand the classical Chinese text through repeated readings. In the teaching design, teachers’ analysis and explanation are not used to replace students’ independent understanding of the text, but reading is used as an important means for students to learn and comprehend. .Design the level of classical Chinese reading teaching according to the students' situation, and put forward different requirements for each reading. In this way, from the shallower to the deeper, major issues such as emotional themes and themes are solved through reading, thereby improving students' overall perception of the article. For example, teaching "Children's Interest" (Volume 1 of the seventh grade of the People's Education Press) can be designed as follows: 1 Reading: Students read the text freely, and are required to recognize the glyphs and pronounce them correctly. For example: Xiang Wei (wei) Zhiqiang (jiang), Crane (1i) Yunduan, etc. . 2 Reading: Name the students to read the text aloud, and it is required to accurately grasp the pauses of the sentences on the basis of reading the pronunciation of the characters. In this step, students can comment on themselves, and then the teacher will give appropriate instructions, such as "Look up/watch it, make the item/strong, make it/ "Chong smoke/flying" etc. The teacher demonstrates reading the second verse, and students understand how to correctly handle the rhythm of reading. 3rd reading: students read the text together and think about and understand the author's childishness. Students look for sentences that express childishness. The teacher guides the implementation of the meaning of the classical Chinese words. 4 Reading: Use your own words to retell the content of the two pictures in the text. 5 Reading: Look at the writing on the blackboard and try to use the sentences of the text to describe the content of the two pictures. At this time, the students can already become adults in class. Recited. It can be said that the most basic way to learn classical Chinese is to recite, and the best method is also to recite. The focus is on reading, and the difficulty is also on reading. But it is not about reading to the end. We should pay attention to the changes in reading, so that students can read beautifully through preliminary perception. Comprehension, reading and analysis, study and understanding, and the use of group reading strategies, finally achieve the effect of "the meaning is self-evident". Use reading as the entry point for learning classical Chinese, use reading to understand the text, combine your own experience background, and add reading materials The openness of its own connotation makes students read with interest. In this way, different students will make different "interpretations" of the text. Because they read truly and thoughtfully, they will have the urge to talk and communicate with others, and they will have the initiative to Learning will come naturally. 2. Provide a platform, interact and cooperate, and maintain the awareness of independent learning for a long time. New syllabus and new curriculum reform requirements: respect the individual differences of students, pay attention to students' personality development, and allow students to have their own opinions , so in the teaching process, teachers must definitely avoid "one word", and should carefully organize learning activities, pay attention to the process, and provide students with an interactive learning platform. Cooperate to maintain each student's interest in learning and active participation for a long time. In specific classroom operations, the strategic steps of asking questions - independent thinking - group discussion - speaking on behalf of - reaching knowledge can be adopted. . Such as teaching "Shishuoxinyu?" When writing the article "Yong Xue", the students were asked a question for discussion: Taifu did not comment on the two metaphors of Xie Lang and Xie Daoyun, but just laughed it off. So what do you think the author's attitude is and why? If you were asked to evaluate, which metaphor do you think is better and why? The students showed great enthusiasm. They also studied through questions, allowing students to feel the intimacy of classical Chinese. 3. Expand reading and strengthen students’ interest in reading extracurricular classical Chinese. 1. Accumulate some ancient texts

Contemporary literary phenomena and historical knowledge. Ancient cultural phenomena refer to ancient rituals (vessels, tools, customs and habits, names of people, place names, etc.), such as "Shi" in "Climbing Shi and Looking" ("The Lun Zhan of Cao GUI"), The words "Nine Heavens" in "A Letter of Chao Zou Jiuchongtian" ("Zuo Qian moved to Languan to show his nephew Xiang") are all ancient cultural phenomena. Another example is in "The Story of Yueyang Tower" to understand why Fan Zhongyan wanted to write "Nai Zhongyan" "Before the Yueyang Tower was rebuilt," he wrote the eight characters "If the government is connected and people are harmonious, all wastes will be prosperous." If students do not have basic historical knowledge, it will be difficult to understand Fan Zhongyan's "difficulties", so it is particularly important to supplement this knowledge in class. 2. Pay attention The effective connection between ancient and modern word meanings. We can use modern texts to help students better grasp the meanings of classical Chinese words. For example, we can combine ancient Chinese knowledge with idioms that students like: The word "fake" is translated as "borrow", and we can use it to deepen students' impressions. 3. Pay attention to the training of knowledge transfer ability. Students must acquire the ability to read extracurricular classical Chinese texts by relying solely on the few in-class teaching materials. Classical Chinese exercises are far from enough, so on the one hand, teachers should encourage students to read classical Chinese outside of class. On the other hand, they can also allow students to do some targeted classical Chinese exercises of appropriate difficulty related to the text to consolidate them, so as to achieve twice the result with half the effort. . 4. Use writing methods to improve the reading level of classical Chinese. The methods can be various. You can guide students to write "classical Chinese". Give students certain materials and let them express them in the form of classical Chinese. It does not pay attention to how clever the writing is, only the requirements Try to use the classical Chinese words that you have studied. Another example is: requiring students to use modern language to graft the artistic conception of ancient Chinese into the reality we are familiar with, organically connect ancient Chinese and modern Chinese, and realize its life. 4. Ancient Chinese reading skills

This is related to your psychological quality and attentiveness during the exam

Why can’t you calm down? As long as you don't have any distracting thoughts and concentrate on doing the questions, you'll be fine. Don't think about not doing well in the exam or worrying about being worse than others. The important thing is to seize the time and seize the present. When taking exams, you need to be "self-centered" and have no time to think about others.

From my personal experience, ancient Chinese reading is not effective just by doing a few more questions. It relies on a sense of language and long-term accumulation.

Remember that only by accumulating late can you make a lot of money. When you feel right, you will be invincible and you won’t be able to score even if you don’t want it.

I think there are some techniques for writing classical Chinese essays. For example, look at the last question first, because although it is the wrong one, there are three correct ones after all! This will help you understand the article. Translation needs to find accurate scoring points and so on. Then you need to summarize it yourself. The last and most important point: you must be careful, careful and careful again! ! 5. Chinese reading skills

1. Comparison of words (choose words to fill in the blanks) 1. Compare word meanings, especially words with similar meanings. Be sure to carefully identify the degree, scope of application, and sense of the two words* ** The difference in color.

2. After selecting, you should read the relevant sentences several times and experience them repeatedly. 2. Sentence function and meaning analysis questions 1. The correlative word "although... but..." is used in the sentence, and this group of correlative words changes the relationship; the correlative word "not only... but also..." is used, and this kind of correlative vocabulary table transfers the relationship. The purpose of both is to emphasize the latter.

2. The function of an inverted sentence: it is often to emphasize the front part (that is, to move it to the front). For example: "It is very true, it is not beneficial to you" is to emphasize the part of "it is not beneficial to you". The degree is "extremely high". Another example is the sentence "It's not that good, I think" to clearly emphasize that the author's evaluation of the scenic spot "Leifeng Sunset" is "it's not that good".

3. Evaluate and appreciate a sentence: You should start from two aspects, first evaluate the writing characteristics and language characteristics, such as what rhetorical techniques and expression techniques are used, whether the language is vivid or beautiful, symmetrical or accurate and rigorous ...Re-evaluate the ideological connotation, that is, clarify what point of view this sentence expresses, what feelings, enlightenment, and education it gives you... 4. Analyzing the meaning of a sentence can also start with analyzing the keywords, focusing on understanding the keywords in a specific context meaning. 5. When analyzing a sentence in the expository paragraph, you must closely focus on the explanatory content, the characteristics of the object of explanation, and the characteristics of the expository language (accurate and vivid).

6. When analyzing a sentence in a narrative paragraph, you must closely focus on the specific atmosphere rendered by the article, the feelings expressed, the characteristics of the character, etc. 7. When analyzing a sentence in an argumentative paragraph, you must closely focus on the argument (either the central argument of the full text, or the sub-point of the paragraph) and the characteristics of the argumentative language.

8. Key sentences mainly include five aspects: ① Sentences that point out the topic; ② Sentences that describe, discuss, and express emotions; ③ Sentences that summarize the full text; ④ Sentences that connect and link together (such as sentences that echo each other and Transitional sentences that serve as a link between the previous and the following); ⑤ Sentences that use various rhetorical techniques (such as metaphors, personification, exaggeration, parallelism, parallelism, repetition, irony, questions, and rhetorical questions, especially quoted sentences). Understanding key sentences mainly refers to being able to appreciate the thoughts and feelings expressed by the sentences.

For example, the author's emotions, anger, sorrow, attitude of praise and criticism, and ideological tendencies revealed between the lines. At the same time, you must understand the function, role, and characteristics of sentences in the text.

Indicate the writing method used in the statement: be sure to pay attention to stylistic features and accuracy in the use of nouns. 3. Question types, common answering terms and techniques (1) The main functions of social environment description: 1. Explain the historical background of the work.

2. When answering, you must combine the local background at that time and point out what kind of social reality the relevant sentences describing the environment in the passage reveal. (2) The main functions of natural environment description (scenery description) sentences: 1. Show regional scenery, remind time, season and environmental characteristics; 2. Promote plot development; 3. Exaggerate the atmosphere; 4. Enhance the character's image (or character's mood, Emotions); 5. Highlight and deepen the theme.

(3) Analysis of the role of sentences in the structure of the article: 1. For the above text (or full text): echo the above text, echo from beginning to end, and summarize the above text (or full text); 2. For the following text: cause The following is a foreshadowing and foreshadowing; 3. For the context: connecting the previous and the next (transition). (4) Answer the questions in your own words: 1. This kind of question is often restricted and cannot be answered directly with sentences in the original text. From another level, it means that there are relevant sentences in your original text, so you should first find out Relevant sentences in the original text; 2. What you need to consider now is how to turn the sentences in the original text into your own words. You can use the following methods: ① Summarize the main idea method, which is suitable for situations where the relevant sentences in the original text are long; ② Translate the sentence method, which is suitable in classical Chinese passages; ③Explain key vocabulary, which is suitable for rare words in the original sentence; ④Transform syntax, which is suitable for sentences where the original text uses questions, hypothetical questions, and rhetorical questions that are not completely clear in semantics, and the question requires Make a clear statement.

(5) The judgment of the protagonist in the passage: Principle: It must be based on the theme of this article. For example: "Kong Yiji" - "Kong Yiji".

The "I" in prose (including essays, communications, and general narratives) is equal to the author himself; while the "I" in novels is not equal to the author himself, but is shaped by the author through fiction based on his life. character image. (6) Talk about your own opinions or experiences based on the feelings of reading the passage: 1. Use the first person; 2. Use the form of 1+2 or 1+3, first summarize your own opinions or experiences in one sentence, and then use two or three Talk about the reasons in one sentence. You can present facts or reason. If the topic has relevant requirements, you should also pay attention to combining it with your own personal experience.

(7) Complement the psychological activities according to the context: 1. The first person must be used; 2. The specific context must be carefully studied. (8) Supplement examples based on the points raised in the essay: 1. Examples of famous people can be used to be more convincing and to show one's own knowledge, but be sure to write about accurate people and events, and avoid being pretentious.

2. Ordinary examples can also be given, and you can make them up, but be sure to have a sense of reality and avoid being too exaggerated, so that people will know at a glance that they are fabricated. 3. Format: characters + examples + brief evaluation (9) Summary of the examples in the paragraph: 1. Must contain two elements: characters + things; 2. Other elements such as: time (season, age), place, environment, if any Specific meanings should also be included.

(10) Divide paragraphs and levels, and summarize the meaning of paragraphs and layers: Pay attention to clarifying the clues of the article, and use the transitional paragraphs, sentences and words in the article to express changes in time. When changing locations, you should also pay attention to the order in which the characters appear.

(11) Refining the center and theme: Pay attention to the main content of the article, the author's purpose of writing the article, and the thoughts and feelings contained in the article.

Pay attention to some common words, such as summarizing the main content, usually: This article describes..., describes..., introduces..., through..., etc., such as summarizing the purpose of writing and thoughts and feelings. , generally used: express..., express..., praise..., sing..., expose..., flog..., satirize..., explain..., reveal..., reflect... etc. (12) Determine the explanatory center (explanatory content) of the passage: the way to answer the question. 6. Chinese reading question skills (including modern and ancient Chinese)

1. Expression methods: narrative, description, lyricism, explanation, and discussion.

2. Expression techniques: symbolism, contrast, foil, setting up suspense, echoing before and after, expressing desire before suppressing, supporting objects to express ambitions, borrowing objects to express emotions, association, imagination, and foil (contrast and contrast). 3. Rhetorical techniques: metaphor, personification, exaggeration, parallelism, parallelism, quotation, questioning, rhetorical question, repetition, intertextuality, contrast, metonymy, and irony.

4. Six elements of narrative: time, place, characters, cause, process, and result. 5. Narrative order: forward narration, flashback, and interlude narration.

6. Description angle: frontal description, side description. 7. Methods of describing characters: language, actions, demeanor, psychology, and appearance.

8. The angle of describing the scene: vision, hearing, taste, and touch. 9. Methods of describing scenery: combine movement and stillness (use movement to describe stillness), combine generalization with specificity, and move from far to near (or from near to far).

10. Description (or lyrical) method: positive (also called direct), negative (also called indirect). 11. Narrative method: summary narrative, detailed description.

12. Explain the order: temporal order, spatial order, logical order. 13. Explanation methods: give examples, list numbers, draw analogies, make comparisons, define, classify, explain, describe descriptions, and quote.

14. The four parts of the plot of the novel: beginning, development, climax, and ending. 15. Three elements of a novel: characters, storyline, and specific environment.

16. Environmental description is divided into: natural environment and social environment. 17. Three elements of argumentative essay: argument, argument, and demonstration.

18. Arguments are classified into: factual arguments and rational arguments. 19. Argument methods: example (or fact) argument, rational argument (sometimes also called quotation argument), contrast (or positive and negative contrast) argument, metaphor argument.

20. Argument methods: argumentation and refutation (arguments, arguments, arguments that can be refuted). 21. The structure of an argumentative essay: total score, total score, total score; the score parts often have parallel and progressive forms.

22. The functions of quotation marks: quotation; emphasis; specific title; negation, irony, and irony. 23. Usage of dash: prompt, comment, summary, progression, topic change, interjection.

24. Others: (1) The role of a certain sentence in the text: 1. The beginning of the text: the opening point; exaggerating the atmosphere (narratives, novels), laying the groundwork (narratives, novels), setting Suspense (novel), serves as a basis for the following; leads the following; 2. In the text: connects the previous and the following; leads the following; summarizes the above; 3. End of the text: points out the center (narrative, novel); deepens the theme (narrative, novel); Anaphora beginning (argumentative essay, narrative essay, novel). (2) The role of rhetorical devices: (1) its own role; (2) combined with the context of the sentence.

1. Metaphor and personification: vivid and vivid; Answer format: Write + object + characteristics vividly. 2. Parallelism: imposing, strengthening the tone, cohesive, etc.; Answer format: emphasizing + object + characteristics 3; setting questions: attracting readers’ attention and thinking; Answer format: arousing readers’ attention and thinking about + object + characteristics Counter-question: emphasizing , strengthen the tone, etc.; 4. Contrast: emphasize... highlight... 5. Repeat: emphasize... strengthen the tone.

(3) Answers to the meaning of sentences: For questions like this, there is often a word or phrase in the sentence that uses metaphor, contrast, metonymy, symbol and other expression methods. When answering questions, reveal the objects they refer to, and then clarify the sentences.

(4) Is a word in a sentence replaced with another line? Why? Verb: No. Because the word writes accurately, vividly and concretely... Adjective: No.

Because the word vividly describes... Adverbs (such as all, mostly, very only, etc.): No. Because the word accurately describes the situation of... (expressing degree, expressing limitation, expressing time, expressing scope, etc.), after changing it, it becomes..., which is inconsistent with the facts.

(5) Can the order of two or three words in a sentence be reversed? Why? cannot. Because (1) it is inconsistent with the rules for people to understand things (from shallow to deep, from surface to interior, from phenomenon to essence) (2) This word has a one-to-one correspondence with the above (3) These words are in a progressive relationship, They are interrelated and cannot be interchanged.

(6) Summary of paragraph meaning 1. Narrative: answer clearly (when, where and who did what) Format: (time + place) + person + thing. 2. Expository essay: answer clearly what the object is and what its characteristics are. Format: explanation (introduction) + explanation object + explanation content (characteristics) 3. Argumentative essay: answer clearly what the question is and what the author’s point of view is. Format: What argument method is used to prove (demonstrate) + argument.

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