A Preliminary Study Of The Annotations Of High School Poetry From The Perspective Of Intertextuality Theory

The research object of this paper is the annotation of ancient poetry in high school,which is based on the western intertextuality theory.Choose this subject because the author for the interest of Chinese traditional culture in ancient Chinese poems,combined with the present situation of high school traditional culture in ancient Chinese poems now,hope to be able to use the concept of western intertextuality theory to a better culture when learning poems provides a new train of thought.The introduction part explains the background and significance of the topic,the object,method and summary of the research.This paper introduces the current research status of intertextuality theory at home and abroad,the current research status of ancient poetry annotation in China,and the research status of the annotation of high school ancient poetry in the theory of intertextuality.The first part is the theory of intertextuality and Chinese poetry,first,this paper expounds the origin of western intertextuality theory and rheology,generalized the intertextuality refers to any text is on the absorption and transformation of other texts,involving multiple fields.The intertextuality in the narrow sense refers to the fact that some text appears in another text,which is based on the literary field and studies the theory of intertextuality in the narrow sense.Then the western intertextuality theory is distinguished from the Chinese "intertextual" rhetoric,which indicates that the western intertextuality theory is used in this paper.Finally,the western intertextuality theory reveals that the ancient poetry itself is a kind of text with strong intertextuality,which combines the theory and the ancient poetry effectively.The second part is the intertextuality of ancient Chinese poems,the first simple discuss general comments the concept of intertextuality,actually is a kind of functional annotation,through notes reveal the correlation between text and text.Then discuss what poems intertextuality,here the author comments on the basis of the narrow intertextuality divided it into four categories: source,source,inheritance,and the posterity classical evaluation,and an example for illustration.The third part is the high school intertextuality comments the present situation of the ancient Chinese poems,and how to revise the problem,find out respectively from the above four class first,analyses the problems existing in the present and then build some principles,such as revision according to the text,and the characteristics of the unit,but also pay attention to choose the most can let the students into contact as well as in building a framework can spread the content of Chinese traditional culture,and find out some methods,such as on or use of information technology in the exercises after class.The fourth part is the use of intertextuality annotation strategy,respectively from two aspects of professors and students learning to explore the teaching of intertextuality annotation problem,and puts forward some teaching strategies,and case analysis,want to provide a new idea for the current teaching of ancient Chinese poems.