High School Ancient Chinese Poetry and Prose Comprehensive Solutions and Drills for Grade 11

Author: Si Xinhua, Editor-in-Chief
Publisher:
Publish Date: 2005-03-01
Features: The learning system of this book is basically as follows: Each unit in the high school section begins with unit learning content, which consists of key points of literary history related to the unit content and unit learning requirements that are beneficial for mastering the textbook requirements but often overlooked in other supplementary materials. The content in the unit learning section mainly includes learning requirements, author (collection) or genre introduction, and learning procedures. The learning procedures are composed of several parts: overall perception, local understanding I and II, questioning and discussion, thinking and exploration, transfer training, and answers and translations.
Overall perception helps students grasp the content, writing style, language, and genre characteristics of the material at a general level, laying a foundation for subsequent local understanding. Local understanding I consists of annotations on the text, summaries of paragraph meanings, analysis of doubts, and key points of classical Chinese basics. In the classical Chinese basics section, there are categories of homophones, verbal collocations, ancient and modern differences in meaning, classification of one-word multiple meanings of real and virtual words, and sentence patterns. This is very beneficial for students to truly grasp classical Chinese characters, words, and sentences.
Local understanding II includes the background of the text, appreciation of the content and writing characteristics, thinking frames, and thinking and exploration. In the section on the content appreciation and writing characteristics of the classical Chinese text, emphasis is placed on the appreciation of the content and writing style of the ancient and classical Chinese texts. This part addresses the common lack of analysis of writing characteristics in general classical Chinese classes, which is often missing in most materials. It provides direct help for students to self-study classical Chinese texts, cultivate their ability to understand and appreciate texts, and respond to exams that require analysis of the content and writing style of classical Chinese texts.
The thinking and exploration section consists of questioning and discussion and association and perception. Questioning and discussion involves questioning and discussing the content and ideas of the text, as well as different analyses and evaluations of the content, ideas, and authorial attitudes. Association and perception focuses on the impact of the text's content on readers, connections with contemporary society, the influence on readers, inspiration from the author's writing talent, and comparisons with other works. This section emphasizes the inspiration of perspectives, which will play a significant role in cultivating students' thinking abilities, thinking structures, and enriching their mental capacity. It also greatly helps in cultivating students' ability to learn from the past and apply it to the present.
Transfer training involves understanding the characters, words, sentences, and content and writing style of new classical Chinese texts based on exam question types. To facilitate student learning and practice, reference answers and explanations, as well as translations of classical Chinese texts, are provided after the transfer training. The entire learning process is relatively complete and will meet the needs of students in their study of classical Chinese texts.