A Comparative Study On The Same Text Annotation Between The Departmental Edition And The PEP Edition Of Junior Middle School Chinese Textbook In Classical Chinese

Annotations of classical Chinese plays a very important role in classical Chinese teaching,and can not only improve students' learning efficiency of classical Chinese,but also enhance students' enthusiasm for learning classical Chinese,which is very beneficial to improving students' Chinese literacy and spreading traditional culture.Taking Chinese textbooks of the official edition of junior high school which have been popularized and used since the autumn of 2016(hereinafter referred to as the official edition)and the PEP edition approved by middle and primary school review committee in 2001 as the research objects,this paper draw a conclusion on the problems and differences in the annotations by comparing the similarities and differences of the annotations of 21 same writings in classical Chinese in the two versions,and analyzing the causes of the problems.The paper consists of four parts.The first part is an introduction,including the reason of choosing the topic,literature review,research object,ideas and methods.This part is mainly through consulting relevant literature,clear the purpose of the study of annotations from classical Chinese in the two versions of Chinese textbooks,then find problems in the annotation part,and put forward corresponding strategies which aim at offering reasonable suggestions for textbook editors,teachers and students when writing and using annotations.The second part is mainly about the research on the selection of the same writings in classical Chinese in the two editions.Firstly,it sorts out and analyzes the 21 same writings in the classical Chinese between the two versions.Secondly,it compares the differences in the sources of the 21 writings.Finally,it discusses the significance of the selection.The third part,which is the core of this paper,mainly makes a comparative analysis of the three major problems in the same title of classical Chinese in the two editions of teaching materials,namely,different annotations,incorrect or incomplete annotations,and incomplete annotations in the PEP Edition.The fourth part expounds the relationship between annotations and teaching,and the suggestions on the compilation and use of annotations.The first part discusses the influence of different annotationsin the two editions of textbooks on teaching.Secondly,it investigates and analyzes the use of classical Chinese annotations in the current edition of Chinese textbooks.Finally,some reasonable suggestions are put forward for textbook editors to write annotations and teachers and students to use them.The fifth part is the conclusion,which mainly summarizes the overall content of the article and the significance of teachers and students in the use of annotations in classical Chinese.