Research And Teaching Reflection On The Reform Of Classical Chinese Reading Questions In College Entrance Examination In Recent Three Years

Classical Chinese is an important part of traditional Chinese culture,which reflects the academic thought and life wisdom of ancient Chinese literati.Learning classical Chinese helps students inherit and carry forward the excellent traditional Chinese culture,improve students’ language ability and thinking ability,and then cultivate students’ elegant aesthetic taste and positive attitude towards life.High school Chinese curriculum standards clearly put forward the concept of "core literacy of Chinese subjects",and set learning task groups such as "language accumulation,sorting and exploration","Study of traditional Chinese culture classics","special discussion on traditional Chinese culture","speculative reading and expression",which clearly require further improving students’ reading ability of classical Chinese.Therefore,the proportion of classical Chinese articles in the unified edition of high school Chinese textbooks also shows an increasing trend,and in the arrangement of classical Chinese learning put forward more specific requirements.At the same time,classical Chinese reading has always been one of the key test objects in the Chinese college entrance examination,which always occupies a certain proportion of scores.Therefore,in recent years,the proposition reform and trend characteristics of classical Chinese reading questions in college entrance examination have become a problem worthy of attention and research.This thesis includes three parts,the introduction,the main body,the conclusion,a total of five chapters.The first chapter is the introduction.Firstly,the origin and significance of the research are introduced based on actual teaching practice.Secondly,the scope of the reading questions of classical Chinese in college entrance examination in recent three years(2020-2022)in the first batch of provinces and cities(Beijing,Shanghai,Tianjin,Shandong,Liaoning and Hainan)of the unified textbooks is defined.Again,the current research results on the college entrance examination Chinese classical Chinese questions,high school Chinese classical Chinese teaching strategies,unified edition of high school Chinese textbooks and other aspects are sorted out,and finally,based on the above analysis,the follow-up research ideas and methods are proposed.The second chapter analyzes the proposition basis of classical Chinese for college entrance examination in the first batch of six provinces and cities.The first is the Standard of Ordinary high School Chinese Curriculum(2017 edition,2020 revision),mainly from the aspects of learning task groups,learning requirements,academic quality level,college entrance examination proposition suggestions and appendix.Then,from the unified edition of high school Chinese textbooks classical Chinese selection features and classical Chinese learning requirements two aspects of the summary.Chapter three makes a longitudinal analysis and horizontal comparison of the classical Chinese reading questions of the college entrance examination in six provinces and cities in recent three years,and summarizes the reform characteristics and development trend of the propositions.Among them,the longitudinal analysis includes the number of questions,the proportion of scores,the characteristics of material selection and other aspects,while the horizontal comparison is divided into content words,function words,sentences,translation,article understanding,information matching,cultural knowledge,comparison of similarities and differences.On this basis,it concludes the characteristics and trend analysis of the reform of classical Chinese reading questions in the college entrance examination in six provinces and cities.On the whole,the form of proposition is slightly changed but gradually stable,while the specific content is relatively flexible,which is manifested as seeking change while maintaining stability.The fourth chapter,based on the research of the proposition basis of the classical Chinese reading questions in the college entrance examination of six provinces and cities in the past three years and the quantitative analysis of the questions,carries on the teaching reflection from the four aspects of clarifying the direction of test preparation,integrating the classroom content,updating the teaching method and connecting with the real life,and puts forward some suggestions on classical Chinese teaching.Chapter Five draws conclusions.Summarize the research results of this paper and clarify the evolution trend of classical Chinese reading questions in college entrance examination and corresponding teaching strategies.Through the above research,it is expected to help front-line teachers understand the proposition characteristics and rules of classical Chinese reading questions,and it is hoped to play a certain reference role for them to choose teaching methods and arrange teaching content,and play a certain reference role for them to formulate preparation strategies for classical Chinese reading questions in the college entrance examination.At the same time,the writing of this paper also hopes to help improve students’ reading ability of classical Chinese and cultivate students’ core quality of Chinese.