High School Ancient Chinese Poetry and Prose Comprehensive Solutions and Practice for Grade 12

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 starts 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 students to master the teaching material requirements, while other supplementary teaching materials do not pay attention to. The content of the selected passages 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 aims to help 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. These are very helpful 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 texts, emphasis is placed on the appreciation of the content and writing style of the ancient and classical Chinese texts. This part addresses the common deficiency in the appreciation of classical Chinese texts in class, where general materials often lack analysis of writing characteristics. It provides direct help for students to self-study classical Chinese texts, cultivate their ability to understand and appreciate texts, and analyze the content and writing style of classical Chinese texts in exams.
Thinking and exploration consist of questioning and discussion and association and perception. Questioning and discussion involve 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 involve associating and discussing ideas based on the influence of the text's content, its connection to contemporary society, its impact on readers, the inspiration the author's writing talent gives to readers, and comparisons of works. This part focuses on inspiring perspectives, which will play a significant role in cultivating students' thinking ability, thinking structure, and enriching their thinking capacity. It also greatly helps in cultivating students' ability to understand 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 students' 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.