202 1 analysis of ancient poetry test questions and preparation strategies

Although 202 1 has passed, the recruited teachers and students may still remember the moment when they saw the paper that day! Now, look at the examination questions of China's ancient poems in 202 1 again and make a careful analysis. In fact, it is still necessary, especially in the following preparation directions and teaching strategies. Now, I only talk about these two aspects from my personal understanding.

? Zhao zhongzhen's presentation

Analysis of senior high school entrance examination questions

1, ancient Chinese reading

(13 Zhenti Show)

Test analysis

(14 Zhenti Show)

14. Translate the underlined sentences in the selected course into modern Chinese. (2 points)

I'm afraid the manuscript fee won't work, so as not to hurt the knowledge of my late emperor.

(analysis of test questions)

14 questions are the same as in previous years. Pay attention to students' free translation and less word translation. (15 Zhenti Show)

(analysis of test questions)

15 problem understanding in class. "What's the Use of Zhuge Liang's Memories of Twenty-one Years' Experience" and "Teacher's Watch" Part III: What did the second half of the text mainly recall? What's the use? Almost exactly the same, aiming to attract Chinese teachers' attention to the textbooks compiled by the Ministry and the inquiry questions after class. Talk about the after-school questions in the textbook.

(16 Zhenti Show)

(analysis of test questions)

16 Read Su Shichuan's Classical Chinese of Song History after class. Has Su Shi fulfilled his duty of knowing Hangzhou? Combined with content analysis. Simply examine the ability of candidates to independently read extracurricular classical Chinese. This requires us to cultivate students' ability to independently read extracurricular classical Chinese in our usual teaching and teach them reading methods, instead of just focusing on the back reading of articles in class and skipping extracurricular classical Chinese directly.

(17 Zhenti Show)

(analysis of test questions)

17 explains why "Hengyang Goose should use" Yan "instead of" Yan ",which is a common mistake in dictation. This topic gives more practical significance to the understanding and appreciation of poetry, and requires candidates to pay attention to the expression of images in the poems they have learned.

(18 Zhenti Show)

(analysis of test questions)

How did 18 achieve this expression effect? "In the reading of ancient poems, the examination point of" how to write "appeared again, which is consistent with the examination direction of question 8 1 1 in this volume. Repeated appearance should attract the attention of students and teachers.

The direction and strategy of preparing for ancient poetry and prose

Lesson preparation method

Carry out collective lesson preparation activities

(1) Teaching setting: classify and review ancient poems, and make clear the content of reviewing ancient poems prepared by everyone every week. Make courseware or electronic documents for your review. (2) Preparing for the exam: After finishing the article of a class, practice, print and take the exam with relevant key topics. (3) Collection and preparation management: classify students according to their degrees. Determine the learning goals of each type of students! Determine the reward and punishment measures!

Course direction:

One or three "concerns".

1. Attaching importance to ancient Chinese knowledge is the basis of modern Chinese learning. Such as: the expression of classical Chinese, calligraphy, oral English, recitation, metrical poems, words, songs and other characteristics of classical Chinese style knowledge. Such as the causative usage and intentional usage in the flexible use of parts of speech in ancient classical Chinese words.

2. Pay attention to the language situation. The language situation of the problem is the direction of thinking. For example, the phrase "strong management is everywhere" contains the author's deep affection. Please briefly analyze how it achieves this effect. "Deep feelings", "how" and "analysis" are the main points of the answer.

3. Pay attention to after-class exercises after the textbook. 15 problem understanding in class. "What's the Use of Zhuge Liang's Memories of Twenty-one Years' Experience" and "Teacher's Watch" Part III: What did the second half of the text mainly recall? What's the use? Almost exactly the same, aiming to attract Chinese teachers' attention to the textbooks compiled by the Ministry and the inquiry questions after class. Talk about the after-school questions in the textbook.

4. Pay attention to the examination of students' literacy. 18 questions let candidates analyze "manage your frost everywhere". How is the affection effect realized? Then it is necessary to guide students to think about how these meaningful languages are realized, and organize their own languages reasonably and express their ideas on the basis of text analysis. All these clearly reflect the accomplishment of Chinese subject, that is, the construction and application of language. Question 17 ask the students, why did Hengyang geese leave with the word "Yan" instead of "Yan"? Dictation by students is a common mistake. By means of examination questions, students are guided to understand the connotation behind words, so as to further understand and appreciate the different meanings of these two words in China traditional culture, which also reflects the discipline accomplishment of understanding and inheriting traditional culture.

Second, two "no".

Follow the curriculum standards. No empiricism, no speculation.

Teacher List was tested on 20 10, 20 14, 20 19, and tested again on 202 1. Fisherman's pride 20 17 test. So, review in a down-to-earth manner. It is most important to cultivate the reading ability of ancient poetry.

In short, the exam is the baton to guide our teaching! Through the analysis of test questions, teachers can not only pay attention to teaching, pattern and routine training, but also guide teachers to think deeply in daily teaching: how to make students learn? Explore classroom teaching such as situation setting, problem-oriented interaction, heuristic, inquiry and experience.