Methods of selecting topics for Chinese argumentative essays in senior high schools
The first is the principle of making the past serve the present. When choosing arguments, you can't choose all the ancient ones or all the modern ones. We should choose some ancient ones and give priority to modern ones.
The second is the principle of combining China with diplomacy. For all kinds of Chinese and foreign materials suitable for the center, in order to make the article more convincing, it is necessary to "combine Chinese and western". Both Chinese and foreign countries should choose some, but they should focus on their own.
The third is the principle of combining positive and negative. Some argumentative papers will be more convincing if they are discussed from both sides. Therefore, when choosing an argument, we should choose some pros and cons, with the front as the main one.
The fourth is the principle of combining generality with typicality. Some students always choose atypical arguments. In fact, choosing some ordinary people or some common things in real life as arguments can make the article closer to real life and more convincing.
Fifth, the principle of combining men and women. There are many materials in which the protagonists are all men. If we can properly choose some women as protagonists, it will make the article more convincing. Therefore, if men and women can match, it will be even more icing on the cake.
Sixth, the choice of arguments should be diversified. Within the scope of choice, you can choose anything you can, whether it is in the sky or underground; On land or in the sea; Ancient and modern; Domestic, foreign, and any aphorism, proverb, slang, etc. You can choose according to the requirements, and diversified arguments will make the article appear thick and rich, and you can't help but be dissatisfied.
Seventh, the "placement" of arguments should be organized. Having an argument is like having furniture at home, but if it is not well placed, it will be messy and will not be of much benefit to the center. Therefore, the "placement" of arguments should be organized in a certain way, or arranged in chronological order, or from minor to major, or from general to typical, or from front to back, and so on.
In short, only when the arguments are properly chosen can the article be convincing.
The arrangement of a new round of review of Chinese in senior high school
Taking the correct guiding ideology as an example, teachers must study Chinese syllabus, Chinese new curriculum standards and Chinese exam instructions hard. Outline is the "basic law" for writing, teaching, testing and evaluation. The college entrance examination proposition is based on the outline, and the proposition follows the outline, but it does not stick to the outline. The exam description makes some specific provisions on the exam content, which has a "regulation" effect on the proposition. It not only plays a guiding role in the general review of Chinese in college entrance examination, but also plays a macro-control role in the examination.
Therefore, teachers must seriously study and master the syllabus and exam instructions, establish a macro-awareness, be aware of it, and strengthen the pertinence of Chinese review in the college entrance examination. As far as the science review plan is concerned, it includes three important stages, namely, the first stage of passing the textbook, in which four words should be achieved: accurate, detailed, practical and lively. "Accuracy" refers to accurately memorizing basic knowledge; "Fine" means not letting go of every knowledge point according to the "exam instructions"; "Real" means reviewing the content of the exam without going through the motions; "Living" is to make knowledge mature and apply what you have learned.
In the second stage of comprehensive review, we should focus on the key points and overcome difficulties. In the third stage, the key to intensive training is to be clever and concise, grasp the key points and improve the ability. The three stages are closely linked, and the teaching purpose should be achieved step by step. At present, it is in the textbook stage, which is particularly important for the whole review process. It is an important link to accumulate perceptual knowledge and can lay a solid foundation for the latter two stages.
As a teacher, when arranging the first round of review, we should carefully study the college entrance examination questions in the past two or three years. Studying the college entrance examination questions, we can sum up the rules and find * * *, because the college entrance examination questions in these two or three years, no matter the types of questions, the structure of test papers or the distribution of knowledge points, have changed steadily. We should study this kind of "stability" in order to achieve a "change" without being surprised and finally achieve the teaching effect of a shoo-in.
Key points of reviewing the first round of Chinese in senior high school
First, focus on strengthening two kinds of consciousness.
One is the consciousness of examining questions, which is the psychological tendency to actively and comprehensively grasp the implied information contained in the questions. The stem of reading questions in college entrance examination, such as the stem of short answer questions, generally contains three tips: proposition angle, reading range and answering method. Therefore, it is very necessary to attach importance to the training of examining questions, enhance students' awareness of examining questions, and make them form the habit of actively and comprehensively examining questions. The second is "original consciousness", that is, every solution should carefully scrutinize the context and find the answer in the original text. However, in actual teaching, there are some disadvantages such as overhead analysis and focusing only on answers, which make students lack the necessary original consciousness and should be taken as a warning.
Second, the implementation of open appreciation teaching.
The "openness" here means that students' thinking is not limited by the established framework and standard answers, but creates a relaxed environment to encourage students to interpret works creatively, uniquely and novelty, so as to improve their aesthetic interest and appreciation ability and promote their personality development. For example, in recent years, the principle of setting poetry appreciation questions is like this.
Third, pay attention to humanistic quality and strengthen composition training.
Strengthening extracurricular reading, accumulating writing materials and improving humanistic quality are very effective for strengthening composition training. By studying the composition questions in recent two years, we can find that the composition questions in the college entrance examination are open, paying more attention to life, advocating individuality, emphasizing rational speculation and pursuing profound insights. Therefore, in the usual composition teaching, we should strengthen the training of examining topics, insist on cultivating students' good habits of reading books and newspapers and accumulating materials, such as guiding students to read exquisite essays and readers' magazines, and insist on writing training. We believe that as long as we really pay attention to composition and combine the characteristics, writing skills and the requirements of the college entrance examination for composition with writing training, the quality of students' composition will definitely reach a new level.