| It is the source and root of traditional Chinese culture,and one of the important bases for contemporary scholars to study ancient Chinese history and culture.Therefore,the study of literary texts is beneficial for the present generation and will be beneficial for a thousand years,and only by learning from history can we create a better future.In the process of learning literary texts,the existence of commentaries can effectively relieve students of the burden of word recognition and meaning identification,and therefore become one of the main repositories of students’ literary studies.Textbooks are the carriers of literary texts and their annotations,and the annotations in different editions vary in content,language,and form,reflecting the characteristics of textbooks and the different writing philosophies of their authors.Based on the above considerations,this paper presents a comparative study of the commentaries in the language textbooks of the Ministry of Education and the Renminbi edition in four chapters,with a view to discovering the new highlights of the new textbooks and helping teachers and students to use the commentaries more fully and to teach and learn the language well.The first chapter introduces the preparation of the textbook commentaries in both editions as a whole,mainly by making specific statistics and analysis of the number of text selections and commentaries in the two editions,as well as a comparative analysis of the layout design,order of arrangement and content types of the commentaries in the two editions.The second chapter compares the similarities and differences of the annotations on the same texts in the two editions.In particular,the similarities between the two editions are mainly reflected in the interpretation,which is "basically the same" and "completely the same".The differences between the two editions are mainly in the six aspects of pronunciation,meaning,word usage,grammar,version,and general knowledge,which are of more research value and are the focus of this chapter.The third chapter is a comparative study of the "re-interpretation" of the textbook annotations in the two editions.It analyzes the "re-notations" of the textbooks in terms of pronunciation,meaning,word usage,grammar,version,and general knowledge,and explores the rationality of the "re-notations" in the textbooks.Based on the previous study,Chapter 4 makes suggestions for teachers and students to use the textbook annotations of the Ministry’s junior high school language textbooks.Teachers should learn to take advantage of the situation,give precise lectures and practice,progress step by step,create doubts,seek common ground and keep differences,help students clear the obstacles of pronunciation,interpretation and grammar,guide them out of the misunderstanding of word usage and general knowledge,and guide them to pay attention to the differences of textbook annotations.Students should study both "in-class learning" and "out-of-class reading",study how to use the annotations in depth,consolidate their ability to use the annotations in time,and carry out independent inquiry learning in a scientific and orderly manner.The study found that the textbook annotations in both editions are generally the same,with some local differences.Firstly,the annotations in the Ministry of Education textbook are the inheritance of the Renminbi edition,and the content of the annotations is similar,mostly the substitution of synonyms or near-synonyms;secondly,the Ministry of Education textbook is the development of the Renminbi edition,and the annotation form is more beautiful,the number of annotations is more abundant,and the content of the annotations is more accurate and standardized.This study aims to systematically organize and compare the content and form of the textbook annotations of the two editions in order to provide some ideas for researchers and users of textbook textbook annotations. |
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