Keywords: classical Chinese extracurricular reading ability
20 10 the classical Chinese reading passages appearing in the Chinese test paper of Nanjing senior high school entrance examination are from Wen Yuan, Jin Shu, and are selected from extracurricular activities. The classical Chinese topic "Fan Li", which was investigated in Wuxi, was selected after class; A passage from Zunlusha, which was inspected in Hangzhou, was selected from extracurricular ... In the Chinese senior high school entrance examination papers all over the country, extracurricular classical Chinese frequently appeared. The milder way of examination is to compare the Cao Gui debate in class with Yue Fei's biography after class, and compare Zhao Pu in Su Jiao Edition class with Su Shui's story after class, just like the Chinese papers in Changzhou and Yangzhou. Even in the seventh grade, children who have just entered junior high school have to face such problems. In 2009, there was a comparative reading of classical Chinese in and out of class in the seventh grade Chinese test paper of baixia district school.
There are few controversial voices about the investigation of extracurricular classical Chinese. It seems that everyone thinks that they can and should take the exam. The extracurricular classical Chinese in the test paper has become the protagonist with high appearance rate from simple appearance to holding up half the sky and then being independent. In this case, teachers are still arguing and expressing their opinions on whether to take the classical Chinese exam in class; There, students have almost a unified understanding of extracurricular classical Chinese: headache, upset and difficulty. No matter whether the test paper is a comparative reading in class or a single extracurricular classical Chinese, how to help children cope with extracurricular classical Chinese has become another urgent and unshirkable task for our Chinese teachers.
First, our teaching purpose is not to solve exam questions but to improve reading ability.
The author consulted the papers of Chinese senior high school entrance examination in recent years, and found that short extracurricular classical Chinese materials, such as idioms, allusions, fables and other short articles with educational or philosophical significance, are often selected for extracurricular reading. Compare reading and choose articles that are equivalent to the content and form in class, which are generally short and have some comments. The contents of the investigation mainly include literary common sense, word understanding and usage, sentence translation, content analysis and generalization, expanded understanding, and related knowledge links. And attach importance to the accumulation based on understanding, at the same time attach importance to the understanding of the text content, emphasizing the transfer from class to extracurricular. From in-class to out-of-class, breaking through the basic content has become a hot spot in classical Chinese in senior high school entrance examination, because it can fully reflect the candidates' reading ability in classical Chinese. A large number of classical Chinese reading questions in the test paper all reflect the spirit of the new curriculum standard, and all take the new curriculum standard as the basis and foundation for the questions. Obviously, in our daily teaching, there is a concept that runs through: whether the exam is in class, out of class or comparative reading, our teaching is not to solve a certain kind of exam questions, but to improve students' reading ability in classical Chinese. Only in this way, students seem to have tried and tested internal forces all over the world.
Second, reading classical Chinese after class is not passive but natural.
Fan Li, Zun Lu Sha, Biography of Yue Fei, The Story of Sushui-Maybe students haven't read these articles, but are they completely unfamiliar faces to students? It is a bit difficult for junior high school students to read classical Chinese after class, but isn't this an insurmountable gap? Obviously, no, or we can give a negative answer. As long as we are attentive and subtle in our daily teaching and life, we can help students improve their reading ability in classical Chinese, including reading in classical Chinese after class. Let's take a look at the second question of reading classical Chinese in the 20 10 Nanjing senior high school entrance examination paper: find the word "zhi" with the same meaning and usage in the following sentences. These four options are Kou Ji, Humble Room Inscription, Chen She Aristocratic Family, and Help with the Way More, Help with the Way Less, which are all learned in class. It is not difficult to see that although the "shape of mountains and rivers" in the stem has never been seen before, the "ambition" in the option is an old acquaintance. To answer this question correctly, students have to mobilize the knowledge reserves they have learned in class, or remember the exact meaning of "zhi" in each sentence, or master the full meaning of this function word through three years' study and judge it accurately in the context. No matter what students think, the knowledge of classical Chinese accumulated in class is essential.
If this topic has clearly reminded everyone to recall what they have learned in the past, then the explanation of the words added in the test paper requires students to apply what they have learned. If the students can think of the word "unchanged" in Shancheng when explaining the word "unchanged from the tip to the root" and the word "good" when translating the word "traveling to the mountains and painting", it will be easy to answer. The key is to know what you have learned in the past and learn by hand. When you meet some extra-curricular words in classical Chinese, you can find notes in the book in your heart.
Consolidating what you have learned in class can not only solve these problems that you can see through your true colors as soon as you tear off your disguise. Using the general usage of function words commonly used in class to solve the corresponding problems in extracurricular classical Chinese, finding out the corresponding sentence patterns in extracurricular classical Chinese according to the characteristics of special sentence patterns in class, trying to figure out the main idea of extracurricular classical Chinese according to the understanding of the author's life, style and works in class, and dividing the reading rhythm of extracurricular classical Chinese with the sense of language cultivated by our daily repeated reading of classical Chinese, all of which embody that "the examination questions can be outside class, but the kung fu is all in class". Therefore, the author believes that even if the classical Chinese in class no longer appears in the test paper, it is useful and useful. Knowledge migration, without knowledge, where does "migration" begin? Without the nourishment of classical Chinese in class, that student must be a tree without roots when reading after class; Without the knowledge of laying a good foundation and paving the road in class, students only eat the hundredth steamed bread. How can they taste a more delicious classical Chinese culture meal after class? Therefore, there is no need to argue whether to take the classical Chinese exam in class, because we need to learn well and lack it; There is no dispute about the failure of classical Chinese in class, not in form, but in essence.
In short, it is not unexpected or terrible that extracurricular classical Chinese appears in the test paper. It meets the requirements of the new curriculum standard and can also reflect students' reading ability of classical Chinese. If we teachers pay attention to what we have learned in class, transfer knowledge, tap curriculum resources and cultivate children's interest in reading classical Chinese, our students will surely be able to swim in the wisdom of the ancients for thousands of years.