1, lay a solid foundation and review the textbook three times.
Through the analysis of college entrance examination questions over the years, we will find that the examination of classical Chinese, whether it is function words, special sentence patterns, sentence understanding, paragraph translation or dictation of famous articles, originated in the classroom. Over the years, almost all the test center settings can find relevant knowledge points from textbooks (here are no examples), especially the analysis of the meaning and usage of function words and the dictation of famous articles, in which all the examples and test contents are examples. It can be seen that learning textbooks well and consolidating basic knowledge are the key.
In view of this situation, it is necessary to strengthen the examination of textbooks. So why review it three times? This is determined by following the law of Ebbinghaus's forgetting curve, so as to truly "review the past and learn the new". Three review methods, from shallow to deep, from dispersion to concentration, from individual to group.
The first step, from the first year of high school, every time I finish learning a book, during the winter and summer vacations, students are required to review and memorize all the articles that are required to be recited during the holidays (there are also teachers' requirements here) and write them down in exercise books. This has been the case for three years. This is a step to clarify the key points, aiming at memorizing the key points, forming the interactive effect of oral writing and enhancing memory.
Second, in the first half semester of senior three, read all the classical Chinese titles of 1-6 textbook by morning reading (it is best not to include ancient poems and operas at this time, and it will be better if these two parts are reviewed separately). The order is 5, 4, 3, 2, 1 6, and read three mornings every week. Students are required to read each article twice, with notes in the first time, with the emphasis on reading notes and explaining the meaning; The second time, read through the whole article. If you have recited it, review it again. The reason why they are arranged in the previous order is to improve the review efficiency (generally, the fifth volume will be talked about in the third year of high school, and the sixth volume will be talked about in about two months, so that these two volumes can be reviewed in time). This step focuses on students' personal activities, and the teacher only gives guidance. The purpose is to familiarize yourself with the content of the text, and on the surface, try to enhance your sense of language and familiarity.
Step 3: At the end of last semester in Senior Three, teachers and students spend one month in class reviewing the texts one by one. This step is the most critical step, especially the deepening and perfection of the second step. Ask the teacher to prepare lessons carefully. Formally, it seems to be speaking classical Chinese, but in essence, the teacher must be familiar with the knowledge points of every classical Chinese in the whole set of textbooks. When reviewing in class, we should come up with the essentials, draw inferences from others, pay attention to the connection between knowledge and practice, sum up the rules and teach them to fish. Therefore, in this review process, we must highlight the key points, make each lesson useful, and fully reflect the continuity and relevance of the knowledge system, as well as the spirit of taking methods in class and using them after class. Only in this way can we achieve a qualitative leap from the accumulation of quantity, a deep understanding from superficial familiarity, and then use it calmly.
2. Strengthen targeted training and review slowly and steadily.
Without effective supervision measures, the previous three-step review is very easy to give up halfway or get twice the result with half the effort.
The first step is to check the homework. For the second and third steps, we need to strengthen training. To evaluate and promote review, and to test the effect with results.
The second step, a unit test, focuses on the flexible use of content words, function words, special sentence patterns and parts of speech and common sense of literature and culture in the textbook, plus the translation of key sentences and the dictation of famous sentences and articles in the text. The appropriate examination time is one class.
The third step, one book and one test, two class hours. In addition to the above contents, supplementary extracurricular examinations, translation and reading are all selected from extracurricular activities (classical Chinese is the best choice for the college entrance examination in recent six years, and translation can also make propositions from it, killing two birds with one stone and saving review time). The test sites should be connected with the knowledge points of this book, reflecting the transfer of knowledge and the transformation of ability.
This kind of test questions must be put forward by the teacher himself, aiming at the teaching materials, students and their own teaching. In the lesson preparation group, it is best for several teachers to cooperate with each other. According to the specific situation, each teacher should be assigned a part of the proposition task, which is convenient for the collective to enjoy the mental resources of preparing lessons and avoid repeated inspection and ineffective work.
3. Practice the college entrance examination and apply what you have learned.
The purpose of reviewing textbooks is to acquire the ability to transfer knowledge easily. Whether or not this ability can be effectively exerted is ultimately reflected in the answers to the questions. Therefore, facing the college entrance examination and laying a good foundation, we need to solve the problem of applying what we have learned.
Two weeks before the next semester in senior three, do some intensive training in this area, so that students can effectively apply textbook knowledge and solve problems with ease. Over the years, college entrance examination questions have been practiced through test training when reviewing textbooks. At this time, don't rush to do the simulation problems of reading and translating classical Chinese. First, we use four class hours to summarize the content words, function words, flexible use and sentence patterns respectively, link the text with the college entrance examination, summarize the characteristics and grasp the rules, so that students can understand this part of knowledge from perceptual knowledge to rational analysis. Then, using the method of intensive training, select excellent simulation questions and do the top ten reading of classical Chinese. Finally, one month before the college entrance examination, students should be required to do a classical Chinese reading (including translation) every day, in order to maintain a good sense of language. It is best to choose exercises with answers. If you need to explain, the teacher only needs to spend eight to ten minutes before class.
Second, the college entrance examination classical Chinese reading test analysis
Looking at the classical Chinese test questions in the past ten years, in addition to paying attention to historical biography in material selection, they are beautiful in quality and have many propositions, which are suitable for high school students to read, and also have the following characteristics.
1. Judging from the content of the exam, both "word" and "text" are equally important in the classical Chinese exam. The "words" here are the knowledge of classical Chinese, the understanding of real words and function words, and the discrimination of ancient and modern words. "Wen" mainly refers to the understanding of the meaning of the text. In recent three years (1999), the number of questions in classical Chinese is generally six, and the content of the six questions has a clear division of labor. Basically, the first three questions focus on the word test, and the last three questions focus on the word test, and the scores are "equally divided", each accounting for 9 points. The classical Chinese examination pays equal attention to both words and characters, which has changed the bad tendency of emphasizing words over words in the past, and is essentially only an examination of ancient Chinese. It has played a positive guiding role in the teaching of classical Chinese in middle schools and has been well received by the majority of Chinese teachers in middle schools. Therefore, the characteristics of this proposition have been preserved in the classical Chinese proposition. Although there were adjustments in 2002, the proposition in the reading section will not change much.
2. In terms of test ability, the classical Chinese test focuses on the transfer ability of classical Chinese knowledge and the ability to understand, analyze and summarize the meaning of the text. It may be due to many factors, such as the total writing volume and marking of candidates' answers. In terms of questions, the classical Chinese exam has always adopted multiple-choice questions, and the guiding ideology of the proposition has always been "being able to read simple classical Chinese". And this requires a certain knowledge of classical Chinese, which is the "ladder" of reading. Therefore, from the perspective of testing ability, emphasizing "speech" is essentially the ability to transfer classical Chinese knowledge, that is, the ability to use relevant classical Chinese knowledge to solve practical problems. The emphasis on "text" is mainly the ability to understand the meaning of the text, but only the ability to analyze and summarize individual topics (usually the last one). The ability level is b or c respectively. This makes candidates feel that the classical Chinese test questions are relatively simple and have a "bottom" in their hearts under the premise of mastering solid knowledge of classical Chinese. Therefore, the overall score of classical Chinese is relatively stable and the degree of discrimination is good. The relative stability of classical Chinese test ability has also played a positive role in the reform of classical Chinese teaching in middle schools.
3. Judging from the compilation of the answers, the exam of classical Chinese is the question outside the classroom and the answer is in the classroom. The meaning of "extracurricular" here generally means that "material selection" is something that students have never learned and the topic has never been done; The meaning of "in-class" can be understood from two aspects: first, it means that the knowledge tested is what students learn in "in-class", and second, students can make inferences by using what they have learned. In recent years, most of the selected writings in classical Chinese originated from the so-called "official history" in feudal society, such as 200 1 selected from Historical Records and Biography of Tian Dan, 2000 selected from The History of the Three Kingdoms and Biography of Hu Zhi, and in Pei Songzhi, 1999 selected from Biography of Su Qiong in Northern Qi. The content of the selected article is either loyalty and filial piety, or legal system, or clever handling, or both wisdom and courage, or honest and clean ... These are all positive factors that have never appeared in textbooks, including positive factors such as promoting the traditional virtues of the Chinese nation, which are instructive and suitable for middle school students to read. The college entrance examination combines what students have not learned with what they have learned in class, which skillfully tests the level of classical Chinese learning in class. For example, the notional words "la, fu, multiply and dragon" in 200 1 and1and the ancient and modern words in 12 in Tian Dan Zhuan are all learned or involved in class, but the context is changed. Students can use what they have learned to infer topics, such as the meaning of "stubborn Lu" in the topic 199 18 "stubborn Lu should also be pitiful" If you notice that "sage can enjoy his love", it is not difficult to infer "stubborn Lu" from the word "sage"
4. Translation of classical Chinese sentences is changed from discrimination to translation, that is, from multiple-choice questions to language operation questions. As mentioned earlier, this is a new requirement to be added in 2002. To say it is "new", it is only compared with the college entrance examination in the past ten years. In the college entrance examination before 1990, the topic of classical Chinese translation is not uncommon. On the one hand, the benefits of increasing the translation of classical Chinese reflect the principle of "seeking change while maintaining stability"; on the other hand, from the purpose of the examination, it not only tests the understanding of the text and meaning, but also tests the language expression, which can be said to be multifaceted and targeted. Third, problem-solving methods and skills
1. Understand the meaning of common notional words in the text. Understanding the meaning of a word must be combined with the context.
Infer from the meaning of the context.
For example, the word "drag" in item B of 1998 college entrance examination question 16 is interpreted as "swarming". If you only look at this sentence, "golden people in droves" seems to make sense, but it is not in the context. "(The Golden Man) forced the emperor to change clothes. If the water held him and cried, he despised the Golden Man as a dog and dragged him out and lost." It can be seen that the objects of "dragging" and "hitting" are Li Ruoshui. The word "drag" followed by the word "out" means that "drag" should mean "drag, pull".
② Association of words and idioms. The meanings of some words in classical Chinese are rare today, but they are still preserved in some words or idioms. We can relate related words and idioms and guess their meanings in the text.
For example, question 1997, item A of question 12 "Good talents are tied", right? We can think of the idiom "bring to justice". The word "rope" means "sanctions", and it can be inferred that "bringing good talents to justice" should also mean sanctions. It is incorrect to say "binding" here. Item B "Cry first, don't win", and the topic is marked "Control". Is that correct? We can associate "capable and happy to go to heaven", "victory" and "responsible", so it is not accurate to say "moderation"
③ Analyze the grammatical structure and determine the part of speech.
For example, 1986 national examination, topic 9, sub-topic 2, "Wang Xuan is bright and opposite to Chen Wei", choose the correct pronunciation and explanation of the added words: A. Chen shows B. Zhen position C. Zhen lineup D. Zhen array. In order to correctly grasp the sound and meaning of "Chen", we have made a grammatical analysis of it. The word "er" before the word "Chen" has a conjunction with "Duiwei", which shows that "Chen" is a verb, so items B and C are wrong. From the context, they are at war, so they are not "display" but "array", and D should be chosen.
(4) Using similar language structures, words in corresponding positions often have the same, similar or opposite meanings, so as to infer.
For example, 199 1 national examination 18 "A virtuous man can enjoy his love, but a stubborn man should also pity him". The correct meaning of "stubborn person" is: A. Stupid and reckless B. Stubborn and rude C. Naughty and stupid D. Ignorant and stupid.
When we choose, we can infer from the relative characteristics of "stubborn" and "virtuous" above. "Xian Jun" is "Xian Jun", so it can only be compared with "Yu Jun". Others, such as "recklessness", "stubbornness and rudeness" and "mischief", are all caused by personality, not innate.
B "Content words commonly used in classical Chinese" refers to the scope of examination, including interchangeable words, different readings, different meanings in ancient and modern times, polysemy, flexible use of parts of speech, etc. The new syllabus lists 120 key substantive words, while the original Chinese textbook lists 340 * *. According to the statistics of college entrance examination in recent ten years, more than 40 of the more than 50 substantive words examined are listed in the above vocabulary, especially polysemy and ancient and modern synonyms are the most important things in the exam. When reviewing, we should pay attention to two points: First, combine the teaching materials, consult the ancient Chinese dictionary, find out the basic meaning of each entity word listed, and summarize the polysemous words. Pay special attention to the different meanings from modern Chinese, and avoid forming fixed thinking patterns, such as "love", which means "stingy" in ancient times, and "sitting" has two different meanings from today. "Sit down? The word "sitting" in "sitting thief" can be interpreted as "committing the crime of …………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Some basic methods of inferring notional words in classical Chinese
First, associative reasoning
There are often some real words that are difficult to understand in classical Chinese on the test paper. We can relate the usage of related sentences in the text, compare them with each other, distinguish their similarities and differences, and then preliminarily determine the meaning of notional words in the text. For example:
No, I don't know foreigners.
[Analysis] The key to understanding this sentence is to "look". We can infer from the lesson of Peacock Flying Southeast that "officials were reminded when Lanzhi first arrived". "Jian" means the first personal pronoun "I", and "Jian" is the object and preposition object. From this, it can be inferred that the word "see" in "suddenly not seeing foreigners" is the first person pronoun, which means: don't despise me just because I am a foreigner.
It can also be inferred from idioms. Many idioms come from classical Chinese, and the meaning of notional words in classical Chinese can be inferred by their meanings. For example:
(1) fishy and royal, not thin.
(2) with Dan and Jing Qing as the meter, the beginning speed disaster.
(3) Shouting at the summit, without adding disease.
(4) For each responsibility, you need to pay several copies of the property.
[Analysis] The word "thin" in sentence 1 can be inferred from the idiom "thin" in Sunset on the Western Hills, which means "near", so the word "thin" in sentence 1 can also be explained by "near". Through the idiom "uninvited guest", it can be easily inferred that the word "speed" in the sentence means "invitation". The word "disease" in the sentence can infer the meaning of "strong" from the word "disease" in "high winds and strong grass" The word "responsibility" in the sentence can be inferred from the idiom "seeking perfection and blaming" to mean "seeking".
Second, language structure reasoning.
Some classical Chinese sentences are well-structured and antithetical, and often use intertextual figures of speech. We can use this structural feature to infer the meaning of words. For example:
(1) loyalty need not, virtuous need not.
(2) destroy the six countries, six countries also, not qin also; Qin clan, Qin also, not the world also.
[Analysis] ① From the perspective of sentence structure, this sentence belongs to antithesis, "loyalty" and "sage" are relative, and "use" and "take" are relative; Loyalty and virtue are synonymous, so they are synonymous with righteousness, so righteousness means reuse and appointment. ② From the perspective of sentence structure, this sentence also belongs to a dual sentence. Six countries are opposite to Qin, and genocide is opposite to clan. It can be inferred that the clan means the demise of the clan.
Thirdly, the discrimination of part-of-speech inference
According to the position of a word in a classical Chinese sentence, its part of speech is inferred, and then its real meaning is inferred according to the part of speech. For example:
(1) According to the Letter of Food Solidity, Yongzhou Land.
(2) with Zhu Yingbao hat, waist with white jade ring.
[Analysis] Sentence 1 is also an antithetical sentence, in which "according to" is relative to "supporting", "solid" is relative to "ground", and "ground" is a local meaning, so "solid" is also a noun, so it is inferred that "solid" refers to a dangerous and solid place. ② This sentence is also an antithetical sentence, the opposite of "ring" is "hat", and the opposite of "waist" is "belt", which is a verb and "waist" also means "waist".
Fourthly, grammatical analysis and reasoning.
According to Chinese grammar knowledge, subjects and objects are mostly served by nouns and pronouns, predicates are mostly served by adjectives and verbs, attributes are mostly served by nouns and pronouns, and adverbials are mostly served by adverbs. According to their grammatical position, we can infer its part of speech and then its meaning. For example:
Discriminate the usage of the following group word "new"
(1) We know that having a son will bring bad luck, and having a daughter will be much better. Today, I still believe in Chiang's views.
(3) Faith is everywhere; (4) Faith and elegance.
[Analysis] ① The sentence "Xin" is used as an adverbial before the predicate verb "Zhi"; As an adverbial, it must be an adverb, and then it is inferred that it means "indeed". (2) The sentence "You" is an adverb and an adverbial, and "Xin" is a verb, which means "believe". (3) The sentence "Zhe" is a predicate verb and "Xin" is a noun in the subject position, so "Xin" means "trustworthy". The sentence "Huai" is a verb in the position of predicate and "Xin" in the position of object, so "Xin" means "loyalty".
Fifth, context analysis and reasoning.
Context can be divided into internal context and external context of sentences. The so-called internal context refers to the language environment of the sentence itself, and the so-called external context refers to the big context of the whole paragraph, that is, the language environment of the context. The true meaning of some sentences can be inferred from the internal context of the sentence. For example:
Discrimination of the true meaning of the following group of braille
(1) Every time you hear the sound of the harp, you should dance in an appropriate way.
(2) (Qu Yuan) is to greet guests and deal with princes.
[Analysis] ① The collocation object of "Ying" is the "node" of the beat, which means "keep pace with the beat" and can be interpreted as "keep pace with the beat". (2) Both "should" and "pair" in the sentence are predicate verbs, and "pair" means "answer", so "should" means "reply".
The notional words of some sentences need to be inferred with the help of the external context of the sentence, so as to connect up and down, for example:
Identify the usage of the following dotted words
(1) Li Yuan's knowledge is almost the same as that of Yu Tong, but nobody knows it.
(2) The fisherman's navy knows but can't speak.
[Analysis] The two sentences are the same as Su Shi's Shi Zhongshan Collection, and most students interpret both "words" as "saying". According to the above context, Li Daoyuan has his own views on the naming of Shi Zhongshan, but he didn't elaborate enough, thus inferring that the word means "narrative". Judging from the language environment and historical background of the whole article, most fishermen and sailors have a relatively low level of education, so although they know the real reason for Shi Zhongshan's naming, they can't record it in words. So the word "writing" here should be understood as "recording" more accurately.
Common reasoning methods of notional words in classical Chinese
① Inferring the meaning of words with modern Chinese word formation. Monosyllabic words are the majority in ancient Chinese, and polysemous words are very common. To determine the meaning of a polysemous word in a specific language environment, we can first combine this polysemous morpheme into several disyllabic words, and then put these words into a specific context to understand them by "substitution method", and then we can infer the meaning of some words. For example, the word "pro" in 1994 14 can be composed of "pro", "pro", "pro-mother" and "pro-person", and its meaning can be determined according to the context.
② Inferring the meaning of words according to the lexical structure. Chinese word formation has rules to follow, and the meaning of words can be inferred by following its word formation. As mentioned above, "relatives and friends know" and "relatives and friends" are coordinate phrases. It is not difficult for students to understand that "relatives" are "old friends", so "relatives" are "relatives" 1995 The meaning of "diligence" in "If you are a group of loyal and diligent people" can be deduced from "loyalty".
③ Use intertextuality, duality, parallelism and duality to infer the meaning of words. The ancients wrote prose with neat sentence patterns and neat antithesis. For example, from "sweeping" and "annexation", it can be inferred that "there is a heart that sweeps the world, embraces the whole world"; The "Eight Famines" can be inferred from the "world". Another example is "the grass in the ridge is small and withered in winter;" "Ling" and "Wang" in "Look at Autumn First" are antonyms. It can be inferred from the meaning of "Ling" that "Wang" means "Not yet".
④ Inferring the meaning of words according to the context. Infer the meaning of the word to be explained by combining the semantics of the context. The question 13 in the case 1993 asks to choose the meaning of "visit" in "I learned from it". The four options are Consultation, Visit, Seek and Visit. In the context, Hengli told his son that he bought "1000 wooden slaves" before he died, just "looking for them".
⑤ Infer the meaning by the extension of the article. Words have original meaning and extended meaning. If you can't explain it according to the original meaning, you can consider it from the extended meaning. For example, the meaning of the word "sleep" in the title 1996 12 can be associated with the word "sleep" in the book Zhou Ji satirizes coachable, the king of Qi, but this word means "sleep" and "lie down", but
⑥ Inferring the meaning of words through syntactic analysis. In the translation and understanding of classical Chinese, syntactic analysis can be used to determine the part of speech, and then the meaning can be inferred according to the part of speech. This method has played a great role in explaining cross-category polysemous words, movable words, generic words and function words. For example, the word "Xie" in the title "The government is made by the eternal machine, and the government is chased by other counties" should be used as a verb in the sentence. In addition, the meaning of "equipment" is "instruments of torture" (Zuo Yi Shi). It can be inferred that the word "machinery" in the test should mean "wearing torture devices".
⑦ Infer the reason or basis according to the meaning of the question. 1993 Question 18 "The reason for going to Wei" can be found through forward deduction and reverse deduction. "Going to Wei" is the result. What are the reasons (conditions) for this result? We can look for it in front of Go to Wei according to this backward method. The direct cause of the thought of "going to Wei" is "to find a balance with the emperor and worry", while the indirect cause of the thought of "going to Wei" is "worry", which is related to "offending the new emperor with unclear speech", not listening to his wife and even making him nervous. Only in this way can we infer step by step and find out the answer accurately.
Several inference methods in the interview can be adopted according to the requirements of the stem and the stem in solving problems, or they can be comprehensively used to infer from different aspects repeatedly, which greatly improves the accuracy of solving problems.
2. Understand the usage of function words commonly used in classical Chinese.
The so-called "usage" includes understanding the part of speech of (1) function words, (2) grammatical functions, and (3) the corresponding relationship with modern Chinese. The outline lists 18 function words, which must be fully realized. Combined with teaching materials, we should sum up their meanings and usages, compare and distinguish common meanings from unusual meanings, master common meanings and take care of special meanings. For example, the word "Zhi" is often used as a pronoun and an auxiliary word (structural auxiliary word and mood auxiliary word, which are used between the subject and the predicate to indicate the preposition object), while the verbs "Dao" and "Yong" (such as "Zhi" in "Zhi") are used in special meanings.
3. Filter the information in the text.
In the past three years, the author-centered biographies of historical figures are mainly investigated. The topics are generally divided into four groups of six sentences, and candidates are required to choose a group that all shows a certain quality of the characters. The idea of solving this kind of test questions is to analyze six sentences sentence by sentence, screen out the sentences that meet the requirements of the stem, and then make a judgment according to the grouping situation. If it is an article about an event, it is required to grasp the reading object from the time, place, people and their relationship, the development and trend of the event, the outline of the story and other elements.
4, correctly grasp the meaning of the text
A According to the stylistic features of the selected article, we can read it according to the following steps:
(1) Read the beginning of the article, find out the relationship between people, get a general understanding of people and things, and grasp the outline of the selected paragraph.
(2) Use the topic option to read the article again. In the college entrance examination questions, there are many questions that are three pairs and one mistake, and the correct choice actually plays a role in dredging sentences. Text description (15 topic) can also be used in this way, for example, the text description of 1999 ABC topic plays a role in dredging the text.
3 View the article. According to the content of the topic, find out the relevant sentences to check and judge whether the options are right or wrong.
B This is a further grasp of the materials and ideas of the article on the basis of information screening. Candidates are required to read the full text and make no mistakes in understanding and summarizing the analysis. When designing this kind of questions, the content of reading materials is generally divided into several aspects, and four of them are selected as the starting point for general analysis. For example, in 2002 15, four breakthrough points were designed for Li Guang's character performance: outstanding achievements; Resourceful; Honesty and self-discipline; Admit a mistake. Four options are put forward in the test questions, and the contents of relevant articles are summarized and analyzed, requiring candidates to choose the incorrect one. The wrong options in this kind of topic are often mixed with one or two incorrect expressions as interference to the general correct analysis of text and meaning. Therefore, we must carefully check the original text from the nuances, and carefully check every sentence in the options with the original text to see if the meaning of the text has changed. We must not be careless.
C how to grasp the meaning of the text as a whole? There are two common methods:
The first is the method of extracting the main information. That is, by reading a classical Chinese text, we should be able to quickly and accurately grasp the following information: who wrote it, what era (dynasty) he lived in, what he did (cause, process and result), what are the meanings of these things, who is involved in the text, what is his relationship with the main characters and so on.
Mastering the above information can basically solve the "general idea" of the article. Under this premise, there may still be small deviations between reading and doing the questions, but generally there will be no big mistakes. If we can't grasp the meaning of the text as a whole, sometimes we will not only misunderstand the relationship between the main characters and them, but also confuse right and wrong. For example, if you don't grasp the meaning of the text, it is easy to make a wrong choice.
The second is the method of pouring sugar cane. This is a method to help us master the article quickly by using the test questions according to the test characteristics of the test questions. When a candidate reads an article quickly, sometimes it is limited by his own understanding ability, so he may not be able to get the main information in the article quickly. You can try this method: when a candidate reads a paragraph quickly, he has also extracted the main information in the article, but he can't judge whether the extracted information is correct. You can also use this method to verify it.
Corresponding to the information obtained by reading the original text, you can confirm your reading results. Sometimes, if you want to say something but can't say it, you will suddenly see the title of the last question.
5. Analyze and summarize the author's views and attitudes in the article.
Different from the former one, it requires candidates to analyze and summarize the author's own views or feelings of love, hate and hatred when describing a certain character event. In this paper, the author's views and attitudes are sometimes straightforward and obvious, and sometimes subtle and tortuous, which requires candidates to screen out the author's own views from the reading materials first, and then make an accurate analysis or summary.