The Annotation Of Classical Chinese In Junior Middle School Chinese Textbook And Its Application In Teaching

The 2011 "Compulsory Education Chinese Curriculum Standards" clearly stated that it is necessary to "improve students' language literacy in an all-round way" and to "inherit and carry forward the excellent cultural traditions of the Chinese nation".The excellent culture of the Chinese nation is contained in the ancient writings of ancient philosophers.However,due to the long age,the pragmatic habits and expressions of the ancients are far from the present.For students,if they want to learn ancient Chinese works better,they have to learn with the aid of "annotation".With the reform of the new curriculum,Chinese textbooks have also been reformed.The textbooks compiled by the Language Department of junior high schools that have not been used for a long time have a significant increase in the proportion of Chinese language chapters.Each textbook has at least 6 texts in classical Chinese,which shows the great importance of classical Chinese learning.This also conforms to the requirements of the times to carry forward the excellent cultural traditions of the Chinese nation.Classical Chinese has always been the focus of Chinese teaching in middle schools,but also the difficulty of teaching.Not only is the language difference caused by its age,but also because of its succinct and concise Chinese characters,which contain rich historical and cultural knowledge.Therefore,as an important part of the Chinese reading aid system,annotations play a very important role in the study of classical Chinese.For this reason,based on the students' difficulty in classical Chinese reading,the author classifies the contents of the annotations in the textbooks of the junior high school Chinese textbooks compiled by the Ministry of Education,and understands the current usage of annotations by teachers and students in the teaching of classical Chinese through questionnaires.Propose a feasible use strategy on the basis.This thesis is mainly divided into four parts.The introduction briefly introduces the origin of the research,the status quo,the significance of the research,and the research methods used.The first chapter starts from the difficulties students learn in classical Chinese,and divides the contents of the classical Chinese textbooks from the perspectives of phonetics,word meanings,sentences,grammar,and cultural common sense.The second chapter combines the practice of Chinese teaching in junior high school,and conducts a questionnaire survey on the handling of difficult annotations in the process of classical Chinese teaching by some teachers and students,so as to find the problems in the use of annotations in teaching,and provide data basis for the following teaching strategies.The third chapter is the thinking about the use strategy of the Chinese language annotations in the teaching process.In response to the problems reflected in the results of the questionnaire survey by teachers and students,the author optimizes the use of annotation strategies from the perspective of effectively using annotations to help students learn and understand key and difficult words in classical Chinese.