1, figuratively personified: vivid; Answer format: written vividly+object+characteristics. 2, parallelism: momentum, strengthen the tone, in one go and so on. ; Answer format: key+object+feature 3; Questioning: arouse readers' attention and thinking; Answer format: arouse readers' attention and thinking about+object+characteristics; Rhetorical question: emphasis, emphasis, etc. 4. Contrast: emphasize … emphasize … emphasize … emphasize … emphasize … emphasize … emphasize … emphasize … emphasize.
When answering the question, reveal the object it refers to, and then clear the sentence. (4) Can one word in a sentence be replaced by another? Why? Verb: No.
Because this word accurately, vividly and concretely writes adjectives:No. Because this word vividly describes adverbs (such as Du, Da Du, Very Only, etc. ): No.
Because this word accurately describes the situation of … (table degree, table limit, table time, table range, etc.). ), after the change, it becomes ... not in line with the facts. (5) Can the order of two or three words in a sentence be reversed? Why? I can't.
Because: (1) does not conform to the law of people's understanding of things (from shallow to deep, from surface to inside, from phenomenon to essence). (2) There is a one-to-one correspondence between this word and the above.
(3) These words are progressive, interlocking and cannot be interchanged. (6) Duan Yi Summary 1. Narrative: Answer clearly (when and where) who did what.
Format: (time+place)+people+things. 2. Description: The answer clearly explains what the object is and what its characteristics are.
Format: explanation (introduction)+explanation object+explanation content (characteristics) 3. Discuss the article: clearly answer what the question is and what the author thinks. Format: What argumentation method is used to prove (argumentation)+argumentation (7) Expression skills play an important role in the appreciation of ancient poetry, such as allusion, comparison, rendering, comparison, token, scene blending, lyricism by borrowing scenery, combination of static and dynamic, combination of reality and fiction, euphemism and implication, comparison, allegory, symbol, pun, etc.
The rhetorical methods commonly used in poetry include exaggeration, parallelism, duality, metaphor, metonymy, analogy, rhetorical question, rhetorical question and repetition. The commonly used terms in analyzing poetry language are: accurate, vivid, vivid, concise, incisive, concise, bright, fresh, novel, beautiful, gorgeous, implicit, simple and natural.
When reviewing, we should systematically summarize all kinds of expression skills and reserve relevant knowledge. First of all, we should understand the characteristics and functions of these expressive skills, and then carefully appreciate and analyze them in combination with specific poems.
As for evaluating the ideological content of poetry and the author's attitude, it includes summarizing the main idea of the work, analyzing the social reality reflected by the work, and pointing out its positive significance or limitations. In short, the first step in appreciating ancient poetry is to grasp the content of poetry from the following aspects: 1 Read the title and comments carefully; 2. Analyze the image; 3. Taste the artistic conception; 4 contact the author. Step 2, find out the skills: 1 Grasp the image features; 2. Differentiate expression skills; 3 Explain the expression function.
The third step is to evaluate the contents and opinions: 1 summarize the main idea; 2 contact background; 3 distinguish between primary and secondary; 4. Comprehensive evaluation. When answering questions, we should pay special attention to the following points: first, we should stick to the requirements and not generalize; Second, the main points should be complete and should be considered from multiple angles; The third is to scrutinize the terms and strive to be accurate, concise and standardized.
Distinguish easily confused terms (1) The artistic method of distinguishing "ways and techniques", also known as expression skills, includes: ① expression: narration, description, lyricism, discussion and explanation. (2) Expression techniques: arousing, associating, setting off, suppressing, caring, being positive, symbolizing, contrasting, changing from reality to emptiness, combining reality with reality, using allusions, expressing one's mind directly, expressing feelings by borrowing scenery, blending scenes, expressing ideas by borrowing the past, satirizing the present, turning motion into stillness, combining motion with motion, seeing the big from the small, and getting to the point.
Rhetoric: metaphor, metonymy, exaggeration, duality, contrast, analogy, parallelism, rhetorical question, quotation, irony and repetition. (2) The difference between "emotion" and "scenery" is that poets express their feelings through scenery.
"Expressing emotion by borrowing scenery" is relatively direct, and the feeling after reading the poem is to see "emotion" but not "scenery"; "Emotion in the scene" and "scene blending". When expressing feelings, there are no words on the front. After reading the poem, I feel that I see the "scenery" but can't see the "emotion". But after careful analysis, it is found that the poet's feelings are all in the natural scenery in front of him, and all the scenery and words are sentimental.
(3) Common description angles are: shape, sound, color, state and taste. "Shape" and "color" are perspectives; "Sound" is the angle of hearing; "State" is divided into dynamic and static; "Taste" is the angle of touch.
Example of answer (06 Pudong New Area Simulation) Answer 1: Agreed. With the theme of "Shan Ge", this paper describes the different nature of many mountains by anthropomorphic methods, which endows them with human spirituality: whether the mountains in the south are beautiful without losing their wildness, the mountains in the north are robust without losing their charm, or the mountains in the west are dignified and silent ... In short, the author's description of mountains in different regions and styles is meaningful, which makes people appreciate the feelings of mountains and has a stable writing atmosphere.
Answer 2: I agree. First of all, a large number of figures of speech such as personification and metaphor are used to endow the mountain with rich personality and temperament; Secondly, the atmosphere is selected to describe the personality of the mountains in the south, north and west, giving readers a comprehensive understanding; Finally, the relationship between mountains and people was sublimated, and the thinking space was expanded: the atmosphere filled it.
As far as the Shanghai College Entrance Examination is concerned, its concept is to serve students and universities, instead of standing on the opposite side of students and embarrassing them by setting questions, it provides students with dance.
2. What are the long ancient texts of Bai Juyi's Pipa Xing and Song of Eternal Sorrow?
Li Bai's "Climbing Mount Tianmu in a Dream, It's Difficult to Ease Roads".
Su Shi's Qian Chibi Fu, Hou Chibi Fu and Shui Diao Ge Tou
Han Yu's offering to Twelve Lang Wen, Shi Shuo and Xiang Ma.
Ouyang xiu's drunken pavilion
Zhuge Liang's "Front Model" and "Back Model"
Du Mu's Epang Palace Fu and Luoshen Fu
Wang Bo's Preface to Wang Tengting
Du Fu's "Military Vehicle Shop"
Wang Xizhi's Preface to Lanting Collection
Liu Zongyuan's On Snake Catchers
Su Xun's Theory of Six Kingdoms
3. Fan Zhongyan's "Yueyang Tower"
4。 Zhuge Liang's "Being a Teacher"
5. On Qin by Jia Yi
3. Are there any skills and methods for memorizing long-term ancient prose? Psychologically speaking, long-term memory has a very important factor: liking. If you like it, you will have unforgettable memories, otherwise even if the short-term memory looks solid, it will be forgotten after a long time.
For long ancient prose, we can also divide it into short-term memory and long-term memory, and adopt different methods. If you want to cope with the exam, you can take the stupid method of "memorizing" to cram for the last minute, and it will be gone after the exam. If you want to keep a long memory, you need to carefully appreciate its beauty in the process of repeated reading. Why do you say that? Don't say that, okay? In the end, you will find it good, such as what is good in structure and syntax? Naturally, the purpose of long-term memory can be achieved. I have an average memory, but I can recite some classical Chinese I read half a century ago-because I like it.
4. Is there any way to memorize long classical Chinese quickly ~ ~ Five ways to recite classical Chinese: Reciting has two obvious functions; First, it can help to understand the content in depth; Second, it can improve the effect of reading translation.
Therefore, it is best to read and recite classical Chinese, which is of great benefit to the reading and translation of classical Chinese. Memorizing classical Chinese is different from rote memorization, so we should pay attention to methods and get twice the result with half the effort.
(Law) 1. The method of breaking the whole into parts. Reading a classical Chinese as a whole is like "swallowing dates". We should analyze the whole into several meaningful paragraphs and read them in sections.
[Analysis] After analyzing the meaning paragraphs of a text, we can see the clues of the article and the author's ideas, and know the ins and outs of clearly written people and things, and then run through them according to the sequence of things, the logic of life and the explanation of the ins and outs according to the time and place. Once the level is clear, you can recite it quickly after reading it carefully.
Reciting should be carried out in stages, and every breakthrough should be carried out until all the words are recited. (French) Second, the copying method.
This is a way to recite with eyes, mouth, hands and heart. [Analysis] Look at the words, words and sentences of the article, read the words, words and sentences of the article, write the words, words and sentences of the article by hand, and think about the words, words and sentences of the article.
Copy, copy, read, read, copy, not long, read part, copy part, back part. Then if you have read it all, you have copied it all, and you can recite it all.
Familiar, familiar with the mantra, familiar with the hands, familiar with the heart, the full text will be easy to recite. (Law) 3. Progressive method.
Adopting this method is like snowballing, that is, reading the first sentence first, that is, reciting the first sentence; Reading the first sentence and the second sentence together means that the first sentence and the second sentence are recited together. And so on, scroll forward until the complete text is accumulated.
(French) Four or three grasping methods. It is natural to implement the "three stresses" by department.
[Example] Before reciting the "Warring States policy, Tang Ju will live up to his mission", we can use three grasping hands. For example, in the first paragraph, first grasp the first word of this paragraph-"Qin"; Then grasp the opening sentence of this paragraph ── "The king of Qin made people call an Ling Jun Yue"; Finally, grasping the author's thoughts reflected in this paragraph and the context of the article-the confrontation between the king of Qin and the king of Anling is the antecedent of the Tang drama's mission and the prelude to the struggle between the two sides.
The beginning of the plot. These three grippers have promoted each other.
It is easier to recite the text according to these tips. (French) 5. Take care of translation and recitation.
That is, from style to classical Chinese. [Example] If you want to recite Ouyang Xiu's Zuiweng Pavilion, you can first translate it sentence by sentence into modern Chinese (that is, "modern translation"), then return to ancient Chinese according to the translated Chinese (that is, modern translation), and then from ancient to modern, that is, from translation back to the original classical Chinese, repeatedly. This not only practices the translation from modern times to ancient times, but also compares the vocabulary syntax between ancient times and modern times.
[Analysis] The above five methods are effective for reciting the original text. Of course, every method can be used, and it seems better to combine several methods.
In short, there is no fixed method. First, everyone can use whatever method they like, which is subjective. Second, it depends on the objective reciting effect. If a method is adopted quickly (memorized quickly) and well (memorized accurately), then that method is the best. Recitation is a basic skill that middle school students should have, and it is also an effective way to improve their own quality. The new textbook for senior high school, which began to be used this autumn, has many recitation items, among which classical Chinese accounts for the vast majority, which shows that the writers of the new textbook attach importance to recitation, especially classical Chinese recitation.
In this way, how to improve the speed and ability of reciting classical Chinese has become an important topic for every high school student. Although the fundamental method is to learn to recite on the basis of understanding, if you can master some recitation skills, you will get twice the result with half the effort. Why don't we have a try? Based on my own experience in reciting and teaching classical Chinese, combined with the recitation topic "Zou Ji satirizes Wang Qike's guidance" (hereinafter referred to as "Zou Wen") in the new textbook of Senior One, I talk about how to recite classical Chinese quickly and effectively.
First, take shorthand into recitation in relatively neat sentences. There are many neat sentences in classical Chinese with the same or similar structures and similar words (such as antithesis and parallelism). These sentences give people the impression of clear rhythm, loud and coherent. We can make use of their advantages in pronunciation and rhythm to memorize, and the effect of memorizing is much better than mixing with other contents.
For example, in Zou, there is: "My wife is beautiful and I am private; The beauty of my concubine is afraid of me; The beauty of the guest is me, I want my things. " "My wife is a private minister, my concubine is afraid of me, and my guests want my things, all of which are beautiful in Xu Gong."
"Today, the land is thousands of miles away and there are 120 cities. Ladies-in-waiting are private kings, and courtiers are not afraid of kings. They all want the king to be within four borders. " "Officials and people, who can stab me in the face, will be rewarded; There will be a reward for those who write and exhort me; Those who can slander the city will be rewarded if they listen to me. "
There are several places to remember this. Second, compare the similarities and differences of related similar sentences to shorthand and recite.
In classical Chinese, there are some sentences with related contents and different forms. We can remember separately by seeking differences. For example, in the first paragraph of Zou, Zou Ji and his wife asked for beauty and answered. They have basically the same meaning, but in different ways.
By comparison, we can quickly find their differences. Zou Ji used "... this and ..." in his three questions for the first time and the second time. The difference is that the second sentence lacks a "north of the city" than the first sentence; The third sentence uses the same sentence pattern as modern Chinese: "... or ...".
In the three people's answers, the wives and concubines all used rhetorical questions like "How can Xu Cangong be as beautiful as a gentleman", but the concubines didn't mean to say "You are very beautiful", and the guests' answers were purely perfunctory, so they used the general negative sentence "Xu Gong is not as beautiful as you". Distinguish the difference, and it is naturally much more convenient to remember.
In addition, the sentences mentioned in the first point also have some differences in terms, and distinguishing these differences will also be beneficial to our memory. Third, consolidate the middle paragraph.
From a psychological point of view, it is easy for people to remember things that are in a prominent position, but they are not clear.
5. How to master the writing method of classical Chinese as the carrier of traditional culture has played an important role in promoting the inheritance and development of national traditional culture. However, at present, there is a single and passive phenomenon in the way of Chinese students learning classical Chinese. Students lack the opportunity and ability of independent exploration, cooperative learning and independent acquisition of knowledge, which leads to difficulties in the learning process. How can we talk about the beauty of reading classical Chinese? At present, the new curriculum puts forward higher requirements for students' reading of classical Chinese, emphasizing that in the process of Chinese teaching, students should "know the richness and broadness of Chinese culture and absorb the wisdom of national culture". Therefore, it is really urgent to let students contact classical Chinese from junior high school, 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 meet the needs of "autonomous" learning? \x0d 1。 Pay attention to reading aloud, perceive the text, and change passive acceptance into active learning. \x0d "Chinese Curriculum Standard" requires that reading teaching in each learning period should attach importance to reading aloud: through reading aloud, students can directly and truly perceive the content of the text and understand the author's thoughts and feelings, which is an effective way to change students' learning from passive acceptance to active discovery. The seventh grade students first came into contact with classical Chinese in the first unit. They have some difficulties in implementing the meaning of words, phrases and sentences in the text, so it is particularly important for students to perceive the whole content of the text without literary translation and understand classical Chinese through repeated reading. In teaching design, teachers' analysis and explanation are no longer used to replace students' independent perception of the text, but reading aloud is regarded as an important means for students to learn and understand. According to the students' situation, the teaching level of classical Chinese reading is designed, and different requirements are put forward for each reading, so that the main problems such as emotional theme can be solved through reading, thus improving students' overall perception of the article. \x0d For example, Teaching Children Fun (the first volume of the seventh grade of People's Education Edition) can be designed as follows: \x0d 1 Reading: students are required to read the text freely, and they are required to know the glyphs and pronounce them correctly. For example, the events are (Wei), (Jiang) and (He). X0d 3 Reading: Students read the text together, thinking and understanding the author's childlike interest. Students look for sentences that express childlike interest, and then the teacher guides them to implement the meaning of classical Chinese. \x0d 4 Reading: Retell the contents of two pictures in the text in your own words. \ x0d 5 Reading: Look at the blackboard and try to describe the contents of these two pictures with sentences from the text. At this time, students can recite in class. It can be said that the most basic way to learn classical Chinese is reading. The best way is to read aloud, with emphasis on reading and difficulty in reading. However, reading is not an end. We should pay attention to the changes in reading, so that students can finally achieve the effect of "seeing what they mean" through the strategies of initial perception, aesthetic reading comprehension, reading evaluation, reading comprehension and using group reading. Reading is the starting point of learning classical Chinese. Reading is used to understand the text, combine one's own experience and background, and the openness of reading materials. Different students will make different interpretations of the text. Because they read the text clearly and think deeply, they will have the impulse to talk and communicate with others, and autonomous learning will naturally come. \x0d Second, provide a platform for interaction and cooperation, so that the awareness of autonomous learning can be maintained for a long time. \x0d The new syllabus and new curriculum reform require respect for students' individual differences, attention to students' personality development and permission to learn. Therefore, in the teaching process, teachers must avoid "concentrated learning" and carefully organize learning activities to provide students with an interactive learning platform. Through student-student cooperation, teacher-student cooperation, deskmate cooperation, group cooperation and class cooperation, every student's interest in learning and active participation can be maintained for a long time. In the specific classroom operation, we can use questioning-independent thinking-group discussion-representative speech to achieve *. X0d Third, expand reading and strengthen students' interest in reading extracurricular classical Chinese. \x0d 1。 Accumulate some ancient literary phenomena and historical knowledge. \x0d Ancient cultural phenomena refer to ancient etiquette (utensils, tools, customs, names, place names, etc. ), such as "looking at history" (debate) in "looking at history". These words are ancient cultural phenomena. For example, the story of Yueyang Tower can understand why Fan Zhongyan wrote the words "Let the government be harmonious and let everything prosper" before rebuilding Yueyang Tower. If students don't have basic historical knowledge, it is difficult to understand Fan Zhongyan's "difficulties", so it is particularly important to supplement this knowledge in class. \x0d 2。 Pay attention to the effective cohesion of ancient and modern meanings. X0d We can use modern Chinese to help students better grasp the meaning of classical Chinese. For example, we can talk about ancient Chinese knowledge in combination with students' favorite idioms: the word "fake" in "Preface to Dongyang" is translated into "borrow", and we can contact "Smith" to deepen students' impression. \x0d 3。 Pay attention to the cultivation of knowledge transfer ability. \ x0d3 Students should get. It is far from enough to rely on a few classical Chinese exercises in the textbook in class, so teachers should encourage students to read classical Chinese after class on the one hand, and let them do some classical Chinese exercises with appropriate difficulty related to the text on the other hand, so as to get twice the result with half the effort. \x0d 4。 There are many ways to improve the reading level of classical Chinese through writing. \ X0d can guide students to write "classical Chinese", give them certain materials, and let them express themselves in the form of classical Chinese. They don't pay attention to how clever the writing is, but only ask them to use the classical Chinese vocabulary they learned at school as much as possible. For another example, students are required to graft the artistic conception of ancient Chinese into the familiar reality in modern language, and organically link ancient Chinese with modern Chinese to realize the transformation of life.