In a blink of an eye, the first junior high school graduate who "took the first" after the reform of the recruitment industry has become a freshman in high school and has been enrolled for more than a month. The increase in subjects and the acceleration of pace have made many stu

In a blink of an eye, the first junior high school graduate who "took the crab" after the reform of the recruitment industry has become a freshman in high school and has been enrolled for more than a month. The increase in subjects and the acceleration of pace have made many students who are still in the adaptation period feel uncomfortable.

Take Chinese language learning as an example. Many first-year students have this feeling -

"It is obvious that Chinese language is good in junior high school, but when I entered high school, I feel that Chinese scores cannot be improved."

"I entered high school and found that the score difference between students' Chinese language exams was relatively large, and I was afraid of being left behind, and I was panicked!"

"About argumentative essay writing makes people helpless. What should I do if I have no idea or idea after reading the questions?"

In response to the various doubts of first-year students in Chinese learning, First Education interviewed two senior Chinese teachers in Shanghai: Deputy Secretary of the Party Committee of Shanghai Middle School, Special Teacher Fan Xinqiang and Xuhui Middle School first-year senior group leader, Chinese lesson preparation group leader, and senior teacher Wu Chunhong. Ask them to give me some advice.

Diagnosis

High school Chinese literature is not good, what is the problem?

Wu Chunhong, a senior Chinese teacher at Xuhui Middle School, proposed that the first thing to do is to recognize the differences between high school Chinese and junior high school Chinese. There are two main aspects to summarize:

First, the ability level requirements are different:

junior high school and high school are two different stages of study, and the degree and ability requirements of Chinese learning are of course different.

From the perspective of learning and testing, junior high school Chinese focuses on memory and understanding, and mainly tests the content of the text in the class. As long as you review it properly and memorize it repeatedly, you can get a good score.

Compared with junior high school, the same test points and test questions for high school Chinese tests have increased difficulty, and at the same time, the ability requirements such as evaluation, exploration, and inference have been added. Most of the reading texts are extracurricular, with longer lengths and more difficult content understanding. The focus is on transferring the knowledge points mastered in class to the comprehensive application of extracurricular texts.

Second, the writing focus is different:

shifts from junior high school to high school to high school to argumentative essay writing. Although both are compositions, narrative writing and argumentative writing are two different writing abilities, and students have their own preferences.

Junior high school narrative mainly expresses narrative. Generally, just write and tell your own story well, narrate what happens to you or around you, and explain what you feel and understand.

The expression of high school argumentative essays is mainly about argument. At present, writing tests are mostly about understanding a certain material, drawing one's own views, forming one's own opinions, and expounding and demonstrating one's own opinions.

It is particularly important to note that writing in junior high school is not only different styles and expressions, but also tests two different ways of thinking. Narrative writing in junior high school requires figurative thinking, while logical thinking in high school.

In Wu Chunhong's view, there are common problems that new high school students have in Chinese learning:

There are many difficulties in reading in classical Chinese:

Junior high school has relatively low requirements for classical Chinese, and the selection of texts is generally short and simple, easy to read, and the test questions are relatively simple.

The difficulty of classical Chinese in high school is relatively higher, there are many rare words, long length, and the examination requirements are relatively complicated. The examination of classical Chinese grammar generally involves grammatical phenomena such as the usage of classical Chinese real words and function words, and also involves analysis and answer requirements such as language characteristics, writing ideas, and writing intentions.

teaching method is not suitable for:

The teaching method of high school teachers is different from that of junior high school, and many new high school students find it difficult to adapt for a short period of time.

This is because the content of Chinese language teaching in junior high schools is relatively narrow in scope and small in quantity, and it is often achieved through repeated learning.

The high school teaching content covers a wide range of contents, and also pays attention to the development and improvement of thinking ability. Because the classroom capacity is large, it can often be a "simple" learning style. You can pass it through it once. You may not have time to understand and digest it, and new content has been found, so some students often feel overwhelmed.

Wu Chunhong said that behind the large differences in grades between students is the differences in individual Chinese language abilities.Chinese language ability involves four aspects: listening, speaking, reading and writing, mainly including memory, comprehension, analytical comprehensive ability, appreciation and evaluation ability, and writing ability. Students have a good foundation in Chinese, have a solid grasp of Chinese knowledge points, and have strong thinking ability. They will be able to read ancient poetry, modern literature, and understand and analyze and write material composition .

Solve doubts

How to cultivate Chinese language skills? Starting from extensive reading

Shanghai Middle School Chinese special teacher Fan Xinqiang believes that the breadth and depth of high school Chinese learning and the focus of examination are different from junior high school Chinese. Therefore, after entering high school, if you do not make adjustments in your learning ideas and methods, you will easily be unable to keep up with the pace.

He said that high school Chinese learning puts higher requirements on students' reading volume, and students need to develop the habit of extensive reading and accumulation from the beginning of high school.

He emphasized that it is not enough to rely on 40 minutes of Chinese reading in high school just for classroom reading. The titles in the textbook are "examples" for teachers to guide students to learn and improve their core Chinese literacy. More importantly, it is to transfer the reading methods and accumulated reading experience learned in the classroom to outside the classroom, forming a linkage between in-class reading and extracurricular reading.

How should we choose in the face of a large number of extracurricular reading materials? Fan Xinqiang suggested referring to the following strategies:

One is related to the reading list in class:

can start from the relevance of the author, for example, in class, teaching Zhu Ziqing " Lotus Pond Moonlight ", you can read Zhu Ziqing's selected articles after class;

can start from the relevance of the topic, such as learning texts such as "Pusing Learning", " Teachers Talk ", and "Taking the Way of Take the Way of Take the Way of Learning" in class, and in class, you can expand your reading around the theme of "The Way of Learning";

can also start from the relevance of the style, such as some articles in the textbook, and you can also find more articles in the style of the letters to read, written for the emperor, for the wife, for friends, etc.

Another type is to be related to interests:

Choose classic works in related fields to read based on the topic you are interested in, the writer you like or your own development ambitions.

Many students are scared when they encounter "big" classic books, and feel that they don't want to read or can't read them. Fan Xinqiang strongly agreed with the famous literary and historian Cheng Qianfan’s suggestion on the difficulty of reading classics: Don’t be afraid of not being able to understand. If you keep reading, you will be able to understand and you will definitely gain something.

In fact, if you can overcome the difficult period of the first 30 minutes when reading, you may be able to proceed smoothly.

From the beginning of high school, extensive and persistent reading will lay a good foundation for students' Chinese literacy improvement.

tips

Is there a headache when I write an argumentative essay? Practice the thinking ability in this way

On the first day of the 2022 college entrance examination, Chinese composition questions became a hot search, and netizens said, "The college entrance examination composition is very difficult" and "Fortunately I graduated early."

Indeed, the writing of argumentative essays in high school puts forward high requirements for students' comprehensive Chinese literacy, especially their thinking ability.

How can you form your own ideas and express your opinions reasonably and reasonably when you get the composition questions, so as not to be unable to start?

Fan Xinqiang believes that the cultivation of thinking ability can start with reading in normal times, but it cannot rely solely on "reading" -

There must be a process of "thinking" in reading

Fan Xinqiang introduced that in the early stages, teachers often ask students to excerpt good words and sentences when reading to promote the improvement of students' language construction and application abilities. In high school, teachers pay more attention to guiding students to think while reading, so as to form their own opinions and promote the development and improvement of their thinking.What should I think about when reading

? Fan Xinqiang gave an example:

For example, when reading an essay and rational article, students can think:

Why does the author hold such a view?

How did the author argue such a point of view?

Do I agree with his point of view?

What is the basis for me or disagree?

is in today's era, which view may be more meaningful?

...

Let’s give a more specific example:

For example, when reading " Countryside Chinese ", students can think: Does the theories in

have explanatory power in real life?

What phenomena in life can or cannot confirm the views? If

cannot be confirmed, what is the reason behind it? Is it caused by changes in the times or by theoretical flaws?

…

Starting from preview, it forms a habit of thinking

Fan Xinqiang introduced that Shanghai Middle School requires students to preview the text before class, and they must be able to ask a question after preview. The question of

can be a question: What are some things that cannot be understood?

can also be a question: I don’t agree with what the author has.

Fan Xinqiang said that students can "find doubts" from "doubt" when previewing, or "find doubts" from "not doubts". From previewing, they start to form the habit of reading with thinking, which is very beneficial to improving students' thinking ability and innovative spirit.

"Select, read, write" to improve thinking ability

Fan Xinqiang said that while reading, making annotations or writing reading notes are ways to guide students to think during reading.

Shanghai Middle School has a "tradition" in Chinese learning - students are asked to make a newspaper clipping every two weeks.

Students can choose one or two articles from newspapers and magazines or on the Internet. The process of selection is also a process of extensive reading and thinking.

After selecting the article, students need to write a comment article of 600-800 words. As for what to comment, students have a lot of room for play:

can express their own opinions: Do you agree with the author's opinion? What are the reasons for agreeing or disagreeing?

can contact your own life: use the phenomena in your life, either confirm, refute, or reflect...

can appreciate the article: write what you think is good about this article, what is not enough about it, and even try to rewrite what you don’t like...

Fan Xinqiang said that using the combination of "choose, read, and write" to comprehensively train your thinking level and persist for a long time is very helpful for students’ writing.

There are many ways to cultivate thinking ability

Wu Chunhong proposed that our brain does not have the natural genetic thinking ability, and thinking ability is improved through acquired learning and training.

In her opinion, there are many ways to cultivate thinking ability: reading more, writing more, speaking more, analyzing and thinking more, etc. are all ways to cultivate thinking ability.

"Read more", read more literary classics, current reviews and miscellaneous comments, etc., and know more and more knowledge, you will naturally improve your thinking ability.

"Speak more", pay attention to current affairs, what is happening around you, think more about right and wrong, gain or loss, and often communicate with classmates, family and friends; actively answer questions in class, and actively participate in speech competitions, debate competitions and other activities organized by the school, which is of great benefit to improving your thinking ability.

"Writing more" can exercise the agility, rigor and flexibility of thinking and improve the skills of using language and text.

Wu Chunhong introduced that the sixth unit of the Chinese compulsory textbook used by first-year high school students in the unified textbook "Thinking Reading and Expression" directly points to the development and improvement of thinking, aiming to guide students to learn thinking reading and expression, enhance the logic and depth of thinking, and improve the level of rational thinking.

In her opinion, the text in this unit is very classic. "Pussy for Learning", "Teacher's Talk", "Opinion Party Eight Essays" and "Getting the Way" are all good examples for learning and writing. Listen carefully in class, follow the teacher's ideas, think positively, and be able to use the methods you have learned to imitate writing after class, and your thinking ability will gradually improve.

She also said that the improvement of thinking ability is not limited to Chinese subjects. Using thinking to consistently apply it in various courses and using thinking in daily life, and ultimately, good thinking ability will gradually be obtained.

Reply

How to lay a solid foundation for Chinese learning in the early stages?

After talking about so many methods of learning Chinese in high school, many parents may be concerned: If they turn back to the junior high school or even elementary school stage, how can students prepare for their future Chinese in high school?

Fan Xinqiang said that although the requirements and inspection focus of Chinese in primary, junior and senior high school stages are focused on, the core Chinese literacy behind it is common and needs to be trained and accumulated step by step.

When choosing learning text, we should consider the student's proximal development zone, adapt to the students' development needs, and choose the one that suits the child.

Taking the study of ancient poetry and prose as an example, in primary school, students can read more and memorize those catchy poems, starting from feeling the phonological beauty of the poems, the accumulation of culture and the infiltration of aesthetic consciousness.

When you arrive in junior high school, you can choose some interesting and fun articles with strong plots and interesting articles for your children to read based on the interests of students at this age; or choose articles that are related to students' real life to inspire students to think about real life.

In short, the first thing to do is to stimulate students' interest and love in learning is that it is possible to truly learn Chinese and learn well.

Wu Chunhong suggested that you pay attention to adjusting your learning methods to adapt to future learning changes. For example, from a passive recipient to an active learner, the learning that focuses on memory to analytical and comprehension is changed, and the learning that only learns content in class to learning that takes into account both inside and outside the class.

She said that the fundamental way to improve Chinese language skills is to internalize excellent texts into your own abilities. After reading a book, you cannot just remember it and pass it. Instead, you must review, reflect and summarize reading experience to form methods and skills for reading books like this.

Learn to talk to the text, consciously interact with the author, and ask yourself questions in a very self-disciplined way:

Can I summarize the general meaning of the text in short words?

Can I use my own experience to illustrate the text content?

Can I connect the main ideas of this article with my life experience or insights?

reading process is also a process of accumulating materials. Recording words that can impress you and use them in a timely manner. Review the content of the article, write skills, and use it for your own use. Think while reading and improve your thinking quality through continuous thinking, over time, you will have the ability to learn Chinese.