In the eyes of people who pursue the enrollment rate unilaterally, learning is for exams, emphasizing the importance of a certain subject, even if they leave the exam, no one believes it. As a tool of Chinese, examination is really inseparable. Not only the senior high school entrance examination and college entrance examination account for a lot of points, but also the exams for work, employment and promotion are compulsory. This shows the importance of Chinese.

(2) Chinese is a tool to learn other subjects well.

Only by knowing the words, understanding the meaning of sentences and analyzing the text structure of the article can we understand the textbooks of other disciplines, which is also the truth that every student understands.

(3) Chinese is a tool for being a man.

With this tool, we can open our inner world, know the struggle between truth, goodness, beauty and falsehood, ugliness and ugliness in our hearts, know the position and conflict of our diligence and laziness, public and private, restriction and indulgence, pursuit of ideals and timely enjoyment in our hearts, and then follow the trend, promote the good and suppress the evil, help the public and the private, and make ourselves truly beneficial to the people and society.

Language is a tool of life.

As long as you are alive, you should use it to communicate with the outside world. Every day when you wake up, you have to read books, newspapers and various literary materials. This is reading. Turn on the radio every day, or listen to people, news, storytelling, and others; Speak every day as soon as you open your mouth, say everyday words and express your views; Write, write, take notes and write practical articles every day. Listening, speaking, reading and writing skills have improved. If this tool is used well, people will feel that life is full of joy and sunshine.

(5) Chinese is a tool to understand and transform the objective world.

This is the need for people to pursue a high-level spiritual life, and to know their own life world through language and writing. Similarly, only through language and writing can people express their views on transforming the world.

Second, the language learning methods (a) how to read the overall language materials Many students said that learning other subjects, the knowledge structure is very clear, just step by step to learn, learn Chinese, do not know how to learn, learn what, other subjects are less, very anxious, afraid of falling behind. For Chinese, there is little relationship between attending more classes and attending fewer classes, and even there is a difference between attending more classes for a month and attending fewer classes. The reason is that there is no structural diagram of Chinese knowledge, so that Silu Road enters the garden with Chinese knowledge and loses its direction. It ran here and there, and it didn't know where to go. There is no difference between learning and not learning. Where can I find the structural map of Chinese knowledge? It's in the textbook, but it depends on your own summary. How to sum it up? First, put several junior high school Chinese textbooks together, and junior students can borrow them from senior students. With the textbook, you can begin to analyze and summarize. There are hundreds of texts in junior high school textbooks. The editor's intention is not only to let students understand the articles one by one, but more importantly, to master the systematic knowledge of Chinese through the study of teaching materials and improve their listening, speaking, reading and writing abilities. There are four parts of systematic Chinese knowledge in textbooks: basic knowledge, classical Chinese, reading and writing, which is the first level. Further analysis shows that the basic knowledge also includes pronunciation, writing, vocabulary, sentences, grammar, rhetoric, logic, punctuation and so on. Classical Chinese includes words, notional words, function words and sentence patterns. Reading and writing include center, material selection, structure, expression, language and genre. This is the second level. Further analysis, each aspect includes several knowledge points. Divide textbook knowledge into different levels, and then master the main knowledge structure of the first, second and third levels. How to read the whole Chinese textbook, what to learn, what to learn first, what to learn later, what is known and what is unknown, and conquer Chinese knowledge on the meta-leaf of Chinese knowledge, level by level, so as not to feel confused and unable to learn. (2) How to read a Chinese textbook Some students lack the overall concept of learning Chinese and can't tell what to learn from a textbook. In this way, when learning every article, the depth will not be mastered, and those who should study hard will not study hard, but will spend a lot of time entangled in the places where they don't need to learn. How can we learn a Chinese textbook from a holistic perspective? Generally speaking, before the holiday, the school will issue books for the next semester in advance. After getting the new book, the first thing to do is to learn from teaching material analysis. 1, vocabulary list. Generally speaking, new words refer to words with pinyin added under the textbook. We should separate modern Chinese neologisms from classical Chinese neologisms. If you are interested or have time, you can also find out how many unknown words are in the table without phonetic notation. 2. List new words. List the words that need to be mastered in the text, focusing on verbs, adjectives and necessary nouns. Modern Chinese and classical Chinese are separated. 3. List common sense of literature. List a brief list of literary common sense involved in this textbook in chronological order, including the author's name, age of life, title of the work and where to choose it. Important writers should also add notes and write down their words, figures, representative works, famous sayings and aphorisms, etc. 4. Text classification. This book is divided into several units, including narrative, expository, argumentative and classical Chinese. 5. Classification of exercises. After statistics, after all the texts in this book are written, how many thinking questions and exercises are there, and then the exercises are divided into four types: how many exercises are there? How many questions are there in grammar, rhetoric and logic? I heard how many ways to do it? How many courses are there in reading and writing training? 6. Classification of knowledge prose. How many knowledge essays are there in this textbook, including listening, speaking, reading and writing? How many short essays on Chinese knowledge? 7. Appendix analysis at the back of this book. Write clearly what is the appendix at the back of this textbook, and analyze what role it plays in learning Chinese well. Teaching material analysis finished writing, and then set a self-study schedule during the holiday, setting aside half an hour to learn Chinese every day. Learn what? First of all, learn the glossary, glossary and short list of literary common sense listed in teaching material analysis. Teachers can't talk about this knowledge, but they can learn it by themselves. Most of these classical Chinese words can be translated by themselves. Then, they can read some short knowledge articles by themselves, practice some after class, and recite the text before school starts, so that most of the main knowledge in a new textbook can be learned before school starts. After the start of school, while consolidating the existing knowledge, the effect will be better and the learning will become more and more active. (3) How to read a kind of article? Students can master the basic characteristics of various genres of articles, thus improving their reading level. It is an efficient reading method to compare and read articles of the same genre and list them according to their characteristics. (4) There are many ways to read an article, such as "browsing", "asking questions", "five-step reading", "ten-step reading" and "circular summary". This paper introduces Wei Shusheng's "Four Steps and Eight Steps". Four times is an article read four times; Eight steps is to complete eight tasks. Skip the first time. Complete the first step to remember the author and the article overview; The second step is to memorize the main people, things, things or opinions. Reach 1500 words per minute or faster. Second speed reading. 1000 words per minute. Complete the content repeated in the third step, and clarify the tasks at the structural level in the fourth step. Read it carefully for the third time. 200 words per minute, complete the fifth step to master words, words and sentences; The sixth step is to circle the important part of the summary; The seventh step is to summarize the task of the central idea. The fourth intensive reading. Complete the task of analyzing the writing characteristics in the eighth step. Third, Chinese test questions and answers (1) Accumulation and application of basic knowledge Chinese is a basic subject with strong tools. The content of basic knowledge is complex, the classification is fine, and the test questions are flexible and diverse, which generally appear in the first part of the test paper. In recent years, the following test sites have been formed: 1. Phonetics: Correct use of Chinese Pinyin scheme and correct memory of common words and sounds in modern Putonghua. 2. Chinese characters: correctly remember the commonly used glyphs in modern Chinese and write neatly. 3. Punctuation: Use punctuation correctly. 4. Words: master monosyllabic words and polysemous words, synonyms and antonyms, commendatory words and derogatory words, and the practical application of words in the language environment. Be able to distinguish parts of speech. 5. Sentences: Be able to use grammar knowledge such as learned phrases, simple sentences and complex sentences to identify and correct common language diseases; Understand the expressive function of different sentence patterns; Change sentence patterns according to the needs of expression. 6. Rhetoric: identify and use common rhetorical devices, namely, eight figures of speech such as metaphor, personification, exaggeration, parallelism, antithesis, rhetorical question and repetition. 7. Remember the works of important writers and be able to write the prescribed fragments and famous sentences silently. 8. Accuracy, vividness and diversity of language use. 9. Read poetry correctly and master the rhythm and intonation. 10, vocabulary translation in classical Chinese. In recent years, common sense questions faded out on a large scale, and punctuation, grammar, rhetoric and other test sites began to weaken. The combination of sentence making, sentence imitation and sentence continuation replaces the old rhetorical question. The score of poetry dictation is gradually improving. In addition to examining paragraphs and sentences in class, more and more attention is paid to the investigation of famous sayings, proverbs and proverbs outside class, and the types of questions have also changed from direct dictation to understanding and application dictation. Conventional questions, such as the discrimination and application of words (sound, form and meaning), common sense of literature and error correction, will remain stable, but subjective questions will increase, multiple-choice questions will gradually decrease, comprehension and application questions will increase, and simple recitation questions will decrease. The problem of writing ability suddenly emerged. In the past two years, "Tian Zige" can be seen everywhere, and "volume points" are almost everywhere. The inspection of language use is further diversified. Imagination questions, imitation questions, evaluation questions, creation questions, situational questions, comprehensive reading questions, life practice questions and other innovative questions emerge one after another, and the questions are more flexible and changeable, focusing on examining students' mastery and understanding of Chinese knowledge and their thinking ability. The proposition is close to the reality of students' life and pays attention to the connection between life and Chinese. Based on the characteristics and trends of the above propositions, students should pay attention to the basic knowledge of Chinese when reviewing, but learn to use it flexibly on the basis of understanding. In the specific review process, we should not only be diligent in practice, but also be diligent in thinking, ask more questions, think from multiple angles, clarify the training purpose of exercises, and successfully solve the problem that knowledge in class is transferred to extracurricular knowledge with the same ability but changed content, so as to achieve the review effect of giving inferences by analogy and getting twice the result with half the effort. 1, as a subjective question type, fill-in-the-blank questions account for an increasing proportion in the examination of the basic part of the test paper, replacing the original multiple-choice questions on the same knowledge point more and more, or even replacing them as a whole. Formally, there are many comprehensive inspections and few individual inspections; Investigate the trend of understanding and using more, and investigate the lack of pure knowledge. The content began to pay attention to the connection between small class and large class; Pay attention to the connection between book knowledge and social life. Compared with multiple-choice questions that provide answers, the first requirement of fill-in-the-blank questions is to accurately remember the contents required by the textbook: famous articles and sentences, literary common sense, words, words and poems; Secondly, we should carefully analyze the stem of the question and look for clues to answer the question from the tips of the stem of the question, which fully meets the requirements and prevents mistakes, mistakes and deviations. 2. Multiple-choice questions are traditional questions in the basic Chinese exam. At present, the proportion of multiple-choice questions has declined, but it is still the "main" question type in many places. Its content covers a wide range, almost involving all aspects of the "double base" of Chinese. It has a variety of questions, examines Chinese ability from different angles, pays attention to the accumulation and application of language, downplays grammar, pays attention to the examination of ability and simplifies knowledge. Candidates should not make any mistakes on this issue. The basis of multiple-choice questions and fill-in-the-blank questions is the same, which is the "double base" of Chinese. From this point of view, the key to answering multiple-choice questions is to accurately grasp all the knowledge points of basic knowledge. But compared with the fill-in-the-blank questions that focus on accurate memory, multiple-choice questions also have their own methods and skills. The most commonly used method of multiple-choice questions is "exclusion method". That is to say, remove the irrelevant options one by one, and the correct answer will stand out. In fact, for some simple multiple-choice questions, the exclusion method can be effective in most cases. However, for those questions with flexible questions and novel contents, the use of exclusion method does not always enable us to find the answers quickly. You need to compare each option repeatedly and find the one that best meets the requirements of the problem. If repeated comparisons can't determine the answer, it depends on people's "intuition". Of course, this "intuition" is not guessing questions, but a sense of language formed through long-term Chinese study and training. Of course, this is a helpless choice. We should choose the answer through the accurate grasp of knowledge and the independent play of Chinese thinking and creativity. The language is ambiguous. In the case of the same general idea, the language expression of the same meaning may not be exactly the same. In this way, even if the correct answer may be inconsistent with what we think, even if the correct answer may be inconsistent with what we think, at this time, we need to find the closest option to the answer on the basis of grasping the general idea. 3. Short answer questions In the examination of Chinese basic theory, the proportion of short answer questions in the examination paper is not very large, but this kind of questions has the highest requirement for students' comprehensive Chinese ability and is the most difficult to test. Its requirements for students' knowledge accumulation have extended from Chinese to other disciplines, from campus to all aspects of social life; The requirement of students' ability has developed from single to comprehensive, which embodies the connection between Chinese and life. In the final analysis, it examines the ability to "use Chinese" in life. In a sense, short answer questions are the touchstone to test the achievements of ability training in teaching, which has certain guiding significance for the development direction of Chinese teaching. The content of short answer questions embodies the humanistic, ideological and instrumental characteristics of Chinese subject, and is divided into two categories: one is to examine students' inheritance of outstanding human cultural achievements, including the translation ability of classical Chinese and the overall interpretation ability of literary works; One is to examine students' standardized, accurate, vivid and concise introduction and explanation of things and expressions in their study life, including correcting mistakes, imitating writing, continuing writing, expanding writing and comprehensive application. 4. Paragraph modification is a new type of question in recent years. This type of question focuses on a comprehensive examination of candidates' basic knowledge of Chinese and the writing methods they have mastered. The article revision includes two aspects: language revision and text revision. Language modification is the modification of mistakes in "choosing words and making sentences", including the selection, application and collocation of words, the collocation of sentence components and the choice of sentences. The revision of writing is the revision of article layout, which mainly includes writing methods, writing skills, article structure, material selection and arrangement. Correct revision of articles lies in accurate diagnosis of article faults and mastering common and effective diagnosis methods. Commonly used diagnostic methods are: 1, check the components to see whether the sentence structure is complete and whether the components are properly matched; 2. Check the details and delete duplicate and unnecessary words; 3. Check the meaning of the sentence to see if there are mixed sentence patterns and whether the word order is reasonable; 4. Analyze the connection to see whether the sentence cohesion is tight and whether there are any additions or changes in related words; 5. Analyze the relationship to see if the relationship between sentences is reasonable and the meaning is consistent; 6. Analyze the color, and consider the emotional color of the text and the style color of the article; 7, to prevent ambiguity, see whether the meaning of the sentence is ambiguous, whether the expression is ambiguous; 8. Manage the context to see whether the content is coherent, whether the materials are consistent with the central idea, whether the material arrangement is appropriate, and whether the context echoes; 9, grasp the head and tail, see if the beginning is off topic, whether there are redundant and empty questions at the end, and so on. (2) The test sites and answers of modern Chinese reading are as follows: 1, the overall perception of the general content of the paragraph: (1) Understand the background and make clear the intention; (2) Grasp the emotional tone and experience the mental outlook; (3) Clear the train of thought and grasp the clues; (4) Grasp the meaning of the text and understand the intention; (5) clarify the structure and try to figure out the center. 2. Summarize the meaning of the paragraph and refine the method of summarizing the meaning of the paragraph: (1) Grasp the central sentence of the paragraph; (2) training from the outside to the inside; (3) Grasp the key points in the article. If a paragraph has several meanings, take the main meaning. If there are several meanings, combine them and summarize them. Training center method: (1) grasp the title; (2) Grasp the beginning and the end; (3) Grasping argumentative sentences in expression; (4) Grasp the articles and materials. 3. Understand the contextual meaning of words (1) and master the original meaning of words; (2) Analyze the ideographic function of words in sentences; (3) Contact the paragraph content to understand the meaning of words.