Research On The Relationship Between Classical Chinese Teaching And Examination In High School

Teaching and examinations have always been closely linked,and it is our high school Chinese teachers' tireless pursuit to effectively give full play to the feedback of the examination questions of the university admissions test in classical Chinese on the Classical literature teaching and improve the effectiveness of the teaching of Classical Chinese in high school.Currently,most provinces have adopted the national volume.To this end,studying the characteristics of the basis,form and content of the national classical Chinese test papers,and as well,interpreting the relationship between test and teaching,and bringing forward some practical opinions are of great significance for improving the efficiency of the high school classical Chinese teaching and deepening the reform.The paper is divided into five parts to discuss:The introduction concisely presentation the object of study in the article,sorts out the research status of this subject,and clarifies the direction in which this subject can further explore the relationship between the college entrance examination questions in Classical Chinese and teaching.Besides,this thesis intends to discuss the research significance of this paper from the following two aspects: firstly,reinforcing the pertinence of test questions to teaching feedback and implement the requirements of the curriculum standards;secondly,raising the students' Chinese core literacy,and implementing the task of cultivating students' morality in an all-round way.Finally,the research methods and steps of this topic are introduced.The first chapter laid a foundation for the relation of the national volume text and Classical Chinese of high school teaching,which mainly from outlines,curriculum standards as well as Chinese books to sort out how to give the test of the national volume of Classical Chinese.The second chapter mainly analyzes the form which is about the characteristics of the question types,material selections and scores of Classical Chinese.This part also analyzes content of the test paper which discusses basically from Chinese classical common sense,basic knowledge on Classical Chinese and character image analysis.Through a series of examination data induction,collation and analysis,the national volumes of classical Chinese examination could be reflected comprehensively and deeply.The third chapter,based on the analysis of the previous two chapters on the classical Chinese test of the national volume,a questionnaire survey is carried out from the perspectives of teachers and students to explore the relationship between high senior school's classical Chinese teaching and examination.As for teachers,the investigation was carried out from two aspects: the Chinese teacher's attention to the test questions and the combination of daily teaching and test-taking.Among them,daily teaching mainly focuses on lesson preparation,classroom teaching,evaluation and testing.It can be concluded from the survey that the test questions have a clear orientation to teaching,but also have side effects of bondage.At the same time,there is a risk of decoupling teaching and testing.On the student side,the investigation is mainly conducted from the aspects of students' cognition of classical Chinese learning,study habits and expectations of teaching methods.The purpose is to explore the guiding effect of the test questions on students' learning and whether the students' classical Chinese literacy meets the relevant requirements of the classical Chinese for the college entrance examination.Students are bound by their thinking about taking the test,and their learning goals appear to be too utilitarian.At the same time,students also have problems such as weak self-learning ability and lack of more effective methods to improve their level of accumulation of classical Chinese knowledge.In short,there is still a gap between the students' reading ability in classical Chinese and the ability required for the examination of classical Chinese in the college entrance examination.In response to the problems that arise,this chapter mainly analyzes the current high-level Chinese language teaching from the aspects of teachers' educational concepts,Chinese professional literacy and teaching methods;students' thoughts that are restricted to learning but useless,they have accumulated the deficiencies of ancient Chinese culture and the phenomenon of lack of subjective initiative.The cause of incompatibility with the orientation advocated by the classical Chinese test questions in the college entrance examination.The last chapter,on the one hand,is to look upon examinations through improving teacher's quality scientifically;on the other hand,teachers should valiantly put forward to some ideas that connecting college entrance examination of Classical Chinese by discipline integration,group article reading,and so on.At the same time,it is also aware of the relevant learning method to improve the social learning of students with Internet resources and develop a good habit to improve the self-learning ability of classical Chinese libraries.