First, the general idea.
Because Chinese learning is carried out in stages and classes, each stage and class must be exposed to some new knowledge, and the learned knowledge becomes old knowledge. There is a connection between old and new knowledge, but there is a gap between them because of the stages of Chinese teaching. In order to make the old and new knowledge communicate with each other, from point to line, from line to surface, thus forming a knowledge network, and achieving the purpose of mastering and applying knowledge, we adopt the method of clearing our minds and reviewing step by step.
Second, the specific practices
(A) the review stage of textbook knowledge
The purpose of review at this stage is to help students master the basic knowledge and skills in textbooks through textbooks. Due to the short review time, we are going to adopt the following methods: boldly choose the review content, break the method of reviewing one book at a time, determine the key books, and then review according to the genre. When reviewing by genre, determine key units, key texts and Chinese knowledge (of course, it also involves some non-key content), and then let students further clarify their requirements to avoid blind review. At the same time, how to test these contents, what problems will appear and how to deal with them, so that students can master some basic skills and methods.
(B) knowledge points classification review
On the basis of textbook knowledge review, review the knowledge points required by junior high school in the following categories:
1, basic knowledge and language use
There are many knowledge points here, but students are mainly required to use Chinese knowledge to solve problems. That is to say, students are required to imitate sentences, practice their views on couplets according to one sentence, and use concise, coherent and appropriate words.
2. Reading training
(1) Modern Literature Reading
Modern Chinese reading is a very important part in the review of senior high school entrance examination. We divide modern Chinese into three categories: narrative (including prose and novels), expository and argumentative, and each category will give targeted training to students. Through the research on the examination questions of the senior high school entrance examination in recent years, it is found that the reading of modern Chinese in the senior high school entrance examination is diverse in genre, rich in subject matter and profound in meaning, emphasizing the overall sentiment. Curriculum Standard points out: "Reading evaluation should comprehensively examine students' feelings, experiences, understanding and value orientation in the process of reading. "So, when we review, we must let students cover every type, but we can't cover everything. We are going to highlight the key points, grasp the difficulties and reward methods in the review. The specific methods are: carefully select reading materials, mainly articles with profound implications, educate students emotionally, and guide students' outlook on life and values; Carefully designed questions, focusing on hierarchy, can examine students' ability to understand and grasp the whole article, pay attention to cultivating students' ability of inquiry reading and creative reading, advocate multi-angle and creative reading, expand thinking space by reading expectation, reading reflection and criticism, and improve reading quality; Pay attention to the guidance of methods. When solving reading problems, we ask students not to care about the answers, but to summarize the knowledge about regularity and the thinking methods of solving problems.
(2) Reading classical Chinese
Classical Chinese is an important carrier of ancient culture in China and the source of modern Chinese. Learning classical Chinese well is the need of inheriting excellent national culture and learning Chinese well. "Curriculum Standard" points out that the learning goal of classical Chinese is: "Reading simple classical Chinese, you can understand the basic content with the help of notes and reference books. Recite 80 excellent poems. " Classical Chinese reading is an important part of Chinese test questions in senior high school entrance examination. But in addition to the classical Chinese paragraphs in class, the reading paragraphs outside class must be moderately difficult. The design of test questions pays equal attention to "words" and "texts", that is, it not only examines students' basic knowledge of classical Chinese, but also examines students' understanding and grasp of literary significance. In recent years, classical Chinese reading has begun to pay attention to the examination of the ability to understand, analyze, summarize and evaluate the meaning of the text. Therefore, we should also develop in this direction in reading training.
3. Composition training
At this stage, we mainly let students learn narrative, expository and argumentative essays, and let students write each article clearly. At the same time, let students write in a limited time and develop good writing habits.
(3) Comprehensive and intensive review stage
The purpose of review at this stage is to improve students' comprehensive ability to use knowledge, analyze problems and solve problems through training, while reading comprehension and writing questions have good training for students' ability, so we are going to focus on training these contents.
1, reading training, review methods have been mentioned earlier, here we just synthesize various methods to improve students.
2. Writing training
At this stage, we are prepared to focus on the problems existing in students' compositions and train and guide them. At the same time, strengthen the limited time composition.
3. Select some senior high school entrance examination questions to form several sets of special exercises for intensive training.
4. Select several sets of simulated exam questions for intensive training similar to actual combat, pay attention to finding problems and give timely guidance. At this time, students should be adapted, but the number of times should be controlled to prevent students from getting bored with the exam.