A Study On The Compilation And Use Of Classical Chinese Notes In Junior Middle School Chinese Textbooks

The "Compulsory Education Chinese Textbooks compiled by the Ministry of Education" was officially put into use nationwide in September 2016,and it covered primary and secondary schools nationwide in September 2019."Ministry's Edition" junior high school Chinese textbooks have changed greatly from previous textbooks to classical Chinese text annotations.The typesetting of the annotations has changed from horizontal typesetting to vertical double-column typesetting.The terminology is unified.The content of the annotation is more accurate and rich.The number of annotations has increased,and annotations focus on the original meaning of cultural knowledge.Classical Chinese annotations,as an important tool to assist classical Chinese reading,have great significance in language construction and cultural heritage.On the basis of combing the content of classical Chinese annotation,this paper abstracts the characteristics of the part edition of classical Chinese annotation from two aspects of typesetting form and compiling content,and explores the effective teaching strategies of classical Chinese annotation from two aspects of teachers and students,starting from the current situation of the use of classical Chinese annotation by teachers and students.This paper is divided into the following four parts:The first part combs the content of the Chinese text annotations in the early part of the "Compilation of Manuscripts" in detail.According to the theories of exegetical theory and the specific content of the textbook,it makes a detailed combing of the text annotations from five aspects: words,words,sentences,methods and cultural knowledge.The second part analyzes the characteristics of the annotations in Chinese at the beginning of the compilation,and summarizes the characteristics of the annotations in classical Chinese from the aspects of the typesetting and content of the annotation.The third part analyzes the current use of Chinese language annotations in the first edition of the ministry edition: teachers' understanding of the changes and meaning of the Chinese annotations in the first edition of the ministry edition is not deep enough.The use of the system is not systematic,and the guidance method is relatively simple.Students are highly dependent on learning and lack of understanding of classical Chinese annotations.Learning methods need to be improved.The fourth part puts forward the relevant optimization strategies according to the characteristics and current situation of the annotation of classical Chinese in the "Editorial Edition".Teachers should update their personal teaching ideas in a timely manner,respect the student's subjective status in teaching,and attach importance to the inheritance of excellent traditional culture;determine appropriate teaching goals,cultivate students 'ability to read easy-to-read classical Chinese,develop students' independent inquiry ability,and enhance core academic literacy In terms of teaching strategies,teachers should strengthen their understanding and ability to use classical Chinese annotations,actively improve personal cultural literacy,and provide students with scientific and efficient learning method guidance.On the student side,it is necessary to establish the concepts of independent learning and inquiry learning;to accumulate annotations in context,to actively explore difficult problems to exercise personal thinking,to attach importance to the accumulation of cultural knowledge.