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陈华国际象棋俱乐部联盟

CHEN HUA CHESS CLUB

 
 
 

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经16年渐进努力,打造出从幼儿到成人、从初学者到一级运动员的完整训练梯队。现有员工20名,训练点11个,经训人口3万余名,已培养出国家一、二、三级运动员一百多名。曾获2008年全国职业联赛(乙级)团体第七名。2003、2007、2008、2011和2013年5次承办省级国际象棋比赛。

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写自澳洲:南通印象(陈鹏宇 2014年12月)  

2015-02-23 09:50:25|  分类: 友好往来 |  标签: |举报 |字号 订阅

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(金迪 

南通是我们的故乡。对我来说,这座城市在血缘与文化上始终有着无法割舍的情感联系。虽然只有短短几周时间,自始至终,在南通陈华国际象棋俱乐部我都感受着陌生的文化传统、思想流派,以及与澳洲迥异的生活习惯。

这篇文章所记录的,是我这个“外人”与(四年级棋手)陆张鹏和(六年级棋手)许诺共同训练过程中,对南通陈华国际象棋俱乐部培训运作方式的理解与思考。

过去一年,为迎接高考我已经疏于对国际象棋地钻研。(澳洲高考结束)到南通后,从一开始接触俱乐部(周一至周五下午)常训棋手,我便意识到他们的主要优势在于较强的技战术组合运用意识与能力。因此,第一次与陆张鹏对局,他就给自恃有“一定经验”的我造成了不小的麻烦(见下图)。

写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟

    我了解到,这些学员每天(放学后)一小时的课程由解题练习与快棋比赛构成,所以,他们对战术组合的熟练运用并不让人意外。十九世纪后期国际象棋大师泰克曼(Richard Teichmann)曾经说过:国际象棋百分之九十九是战术。对专业层次的棋手而言,这一说法是有所夸大的,但是对于正在学习国际象棋并处于持续提高阶段的学员来说,具体的战术运用确实比局面分析更理论更重要。陈华国际象棋俱乐部成功灌输并培养了学员的战术运用能力,而这一能力也正是学员今后成长过程中必不可缺的。

但是,对战术组合的过于重视,难免造成学员对局面分析、残局研究、开局理论的掌握上有所缺失。较高的战术水平确实能在一定程度上弥补初学者经验的不足;而对渴求进一步提升的学员而言,缺乏其他方面的理论知识,对继续提高国际象棋水平是一种阻碍。有些学员对最基础局面的分析把握比较欠缺(见下图),从这点上可以看出,俱乐部还需在培养棋手战略意识上多下功夫。

写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟

这三周与陆张鹏许诺的训练紧密围绕国际象棋战略展开。阿加尔德(Jacob Aagaard)的国际象棋三问为我们指明了对局时的思考方向:

1.  (这个局面的)弱点在哪里?

2.  (这个局面中)哪一棋子位置最差?

3.  (正确判断)对手的真实意图是什么?

由上述三问入手,强化学员局面分析能力的训练方式起到了明显效果。学员在应对上述局面时所需时间大大缩短。事实上,经过三周的训练,两位学员甚至能够应对更复杂、所需技能要求更高的局面(见下图)。

写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟

希望这段时间的努力能强化他们的局面意识,使他们有机会成长为更全面、更综合性的棋手。

当然,南通学生与像澳洲这样西方国家学生学棋环境的巨大差异不容忽视。在澳洲即使上了高中,我都有足够的时间下棋。而在中国,哪怕是小学生都少有课余时间。到了高中,对许多中国学生而言下棋就更是只能为学业让步了。在这一现实情况下,我认为国内的国际象棋俱乐部不仅要教学生如何下棋,更要同时让学生享受国际象棋,让他们认识到这不仅是一门竞技,更是一门艺术。也正是出于这样的考虑,我在(与陆张鹏许诺)训练中特别融入了残局研究,以期增强学员对国际象棋的兴趣。以下是陆张鹏许诺的训练中涉及的几例:

写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟

写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟写自澳洲:南通印象(陈鹏宇 2014年12月) - 南通陈华国际象棋 - 南通市陈华国际象棋俱乐部联盟
 

最后,我要感谢陈华国际象棋俱乐部为我提供这一宝贵机会,让我能深入了解澳洲之外其他象棋俱乐部的运作方式。据我所知,陆张鹏许诺将于中国新年间参加李成智杯全国国际象棋锦标赛。衷心预祝他们以及俱乐部其他参赛选手在这项国内顶级赛事上旗开得胜、争创佳绩。短短几周的共同训练或许在短期内难见成效,但放远目光,我希望这段经历能帮助他们在未来的学棋之路上越走越好。


以下为原文(陈鹏宇)

                                                         
 

附:原文

A reflection on Nantong (December 2014)

Although supposedly a city inextricably connected to myself through unbreakable familial and cultural roots, during my stay at Nantong working with students and teachers of the Chenhua Chess Club, I could not but feel as an expatriate looking into an alternative culture, school of thought and way of life. In what follows, I would like to offer a foreigner’s perspective on the role and functioning of the chess club in Nantong, with my comments stemming primarily from the extensive work undertaken together with Lu Zhangpeng and Xu Nuo.

From the outset it was clear that for the students of the club, their alert sense of combinational vision constituted their main strength. As a result, they were especially dangerous against old fish such as myself, as proved by my first day at work (diagram).

I have lost the thread of the game a long time ago. Here, Lu Zhangpeng as Black found a way to force material gains through 32…Ke7 33.Rf5 Rxh4 - +.

Their aptitude for tactical combinations should not come as a surprise. To my knowledge, their daily one hour of class consists primarily of puzzle-solving sessions, followed by blitz. The chess master Richard Teichmann of the late 19th century once remarked that “chess is 99% tactics”. Although this may be an exaggeration at the higher levels, games between developing juniors in particular are predominantly decided by tactical rather than positional factors. In this respect, the club has been especially successful in imbuing within their players a keen sense of tactical awareness, vital in their chess development.

Naturally, the focus of the school on combinations has left gaps in their player’s knowledge of positional chess, endgame, and opening theory. Although a healthy dose of tactics should be sufficient to some degree for the less experienced players, continued unfamiliarity with other aspects of the game hinders further growth for the more promising of the club’s juniors. Their lack of direction in what I had considered to be elementary positions (see diagrams below) confirmed this, and highlighted the need for guidance in strategic thinking in particular.


(1)   Black to play

(2) White to play

(Solutions at end of article)

Throughout the three-weeks of training with Lu Zhangpeng and Xu Nuo, I focused extensively on chess strategy, using Jacob Aagaard’s “three questions” as a guide:

1.      Where are the weaknesses?

2.      Which is the worst-placed piece?

3.      What is your opponent’s idea?

By specifically targeting positional chess thinking through the above questions, I was able to witness significant improvements. Time needed to solve positions such as those presented above reduced progressively. Indeed, by the end of the three-week training session both Xu Nuo and Lu Zhangpeng were able to solve positions which required more complicated manoeuvres, such as the one given below. Through our work, I have hoped to imbue the students with a heightened sense of positional intuition, allowing them to become more universal players as a result.


(3) Black to play

It would be certainly remiss of me to ignore the large discrepancies in condition between that of a student in Nantong and that of a student in a western country such as Australia. Whereas even during my high school years I was able to spare enough time for chess, for Chinese students, already by primary school time for extracurricular activities is scarce. Sadly, chess inevitably takes a backseat for the majority of students by high school. Therefore, I believe that it is especially important for the club to be simultaneously a place of instruction, as well as a place where students can attain enjoyment and understand chess as a form of art in addition to being a game. As such, I have striven to incorporate a number of endgame studies in order to reinforce their appreciation for chess. A selection of those shown to Lu Zhangpeng and Xu Nuo are given below:


(5) White to play


(4) White to play


(6) White to play  (draw)


(7) White to play

In closing, I would like to thank the Chenhua Chess Club for this memorable opportunity which they have given me. The insights which they have provided into the functioning of a chess club outside of Australia have been especially interesting to say the least. It is my understanding that both Xu Nuo and Lu Zhangpeng will be competing in the Li Chengzhi Cup during the Chinese New Year. I sincerely wish both players – as well as all other participants from the club – the very best of luck in what is arguably the most prestigious event in Chinese chess. Although unfortunately I cannot guarantee that the work we had done during our short time together will translate into immediate results, I am hopeful that these lessons will prove valuable for their development in the long term.

Solutions

(1)   Danstrup – Thomsen, Denmark 2008 (weaknesses)

 1…Nxd4! 2.Bxd4 Bxd4+ 3.Qxd4 e5! 4.Qe3 Ne6 =+ with an extremely powerful knight on d4 vs. bad bishop on e2

(2)   Zvjavinsev – Wang Hao, Taiyuan 2007 (worst-placed piece)

The simple 1.Ne2! += followed by Ne2-f4 with pressure is annoying for Black

(3)   Oll – Hodgson, Groningen 1993 (worst-placed piece)

Black found the surprising 1…Kh7!! – activating the rook on d8. The game continued 2.Qc5 Kg6 3.h4 Rh8 =+ followed by Rh8-h5t with the easier game for Black

(4)   Troitzky, 1895

1.Bh6+ Kg8 2.g7 Kf7 (2…e6+ 3.Kd6 Kf7 4.Ke5 Kg8 5.Kf6 e5 6.Ke6 e4 7.Kf6 +-; 2…e5 3.Ke6) 3.g8Q+! Kxg8 4.Ke6 Kh8 5.Kf7 e5 6.Bg7#

 (5) Heuacker, 1930

1.Ba7 Ba1 2.Kb1 Bc3 3.Kc2 Ba1 4.Bd4!! Bxd4 (4…exd4 5.Kd3) 5.Kd3 Ba1 6.Ke4

        (6) Abdurahmanovic, 1957

1.Na1 Kb2 2.Nc4+ Kxa1 3.Kc3 b2 (3…Kb1 4.Nd2+) 4.Na3 b1N+ (otherwise 5.Nc2+) 5.Kc2!! Nxa3 6.Kc1 and Black cannot win.

(7) Behting, 1905

1.Ke1 (1.Ke2 Kg2 2.g4 fxg4 3.f5 g3 4.f6 gxf6 5.h6 f5 6.h7 f4 7.h8Q f3+; this is why the white King must stay on e1) Kg2 2.g4 fxg4 3.f5 g3 4.f6 gxf6 5.h6 f5 6.h7 f4 7.h8Q f3 8.Qa8 +-

 

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