A Study On The Rabble Annotation Of High School Textbooks

The Common People is selected from the earliest collection of realistic poetry The Book of Songs in China,however,The Book of Songs is much older than most literary works,the words are therefore more difficult to understand,students also need to read the poem with the help of notes after class,and then grasp the emotion conveyed by the poem.Therefore,it is particularly necessary to study the annotated content of the rabble.At present,academic research on ancient poetry annotation has been relatively rich,yet The Common People has been studied by very few people alone.In the study of it,most people remain at the level of instructional design or the phonological meaning of individual words,there are few comparative studies on the different notes in different versions of textbooks.Therefore,in this paper,the author will take the difference between the textbook of the people's education edition and the textbook of the Jiangsu education edition as the starting point to study the out-of-class annotation of The Common People,in order to provide some Suggestions for the compilation of the textbook and the teaching activities of this paper.The thesis is divided into three chapters.The first chapter demonstrates the necessity of comparative analysis of the two versions of the textbook,then the differences in the number and content of notes between the two editions are compared and analyzed: The notes in the two editions are roughly the same,however,there are cases where one edition is annotated and the other is not annotated,at times,the same comment object for different content and so on phenomenon.The second chapter is the key chapter,this paper mainly discusses the problems of annotation in the jiangsu edition and people's education from the two angles of pronunciation and interpretation.In phonetic transcription,there are serious problems such as some notes should not be annotated,no explanation why the pronunciation changes.In terms of word interpretation,there are some problems such as the mixed use of annotation terms and the divergence of annotation.In addition,the reasons for these problems in annotation are analyzed systematically.The third chapter puts forward the corresponding solving strategies from the three aspects of textbook compilation,teaching and learning for the existing problems.In the compilation of teaching materials,editors should make clear and uniform annotation standards and limit the annotation contents to the opinions and Suggestions of experts,teachers and students.In terms of teaching,teachers should cultivate their own critical thinking and use differences to promote students' cooperative inquiry and guide students to independently learn to use large reference books.In learning,students should strengthen the accumulation of classical Chinese knowledge to expand the number of extracurricular reading.The conclusion summarizes the achievements and shortcomings of this paper and indicates the direction of future efforts.