A Comparative Study Of The Classical Style Of Writing And Annotations Between The Part Edition And The Human Education Edition Of High School Classical Chinese

Literary language is an ancient Chinese text written in written Chinese,which contains a wealth of information about ancient Chinese culture.However,because of the gap between literary texts and our daily expressions and the long distance between them,it is difficult to understand them and there are various problems with their translation and comprehension.This paper is a comparative study of the annotations of the two editions,using quantitative research,literature review,and case studies,in the context of the Ministry of Education’s textbook,which is about to be put into full use,replacing the most widely used textbook,the Humanities Education Edition.The new version of the language textbook will be put into full use in 2022,before the implementation of the Ministry of Education version,compared to other versions of the use of the most widely covered areas.The new version of the textbook makes slight adjustments to the selection of literary texts,and adds and removes changes to the content of the literary notes.Therefore,we compare the new version of the language textbook with the old one,analyze the differences between the two editions,summarize the features and shortcomings of the two editions,and compare and analyze the attitudes and approaches of the two editions to the issue of "three characters",in the hope that they can play a positive role in the efficient use of the textbook annotations by teachers and students.We hope that this will have a positive effect on the effective use of the commentaries.The article compares and analyzes the 39 literary texts common to the Ministry of Education and the People’s Republic of China editions,classifies their annotations on the basis of comparison and summarizes them into four aspects: differences,similarities,additions and deletions,with a view to discovering the writing characteristics of the textbook annotations of the two editions and the philosophy of textbook writing.The introductory section discusses the purpose and significance of the selected topic,reviews the current status of research on the annotations of different editions of high school literary texts,and explains the research methodology.The first chapter briefly introduces the basic information of the selected texts,including the editions of provenance,and analyzes the content of the annotations of common literary texts one by one,dividing them into four categories: differences,similarities,additions and deletions,and briefly analyzing the reasons for additions and deletions.The second chapter compares the similarities and differences between the Ministry edition and the Human Education edition,and examines the problem of different annotations of the same words.The four characteristics of the Ministry edition are found to be more accurate in word interpretation,more precise in word choice,more appropriate to the situation of the text,and more tolerant of different opinions.The third chapter outlines the details of the two editions of the commentary according to the specific requirements for mastering the "three characters" at the secondary school level.The three characters in the two editions are listed separately according to the different standards of the two editions,and the three characters are examined one by one.The fourth chapter combines the above-mentioned contents with a few suggestions for teachers and students on the use of literary annotations,which we hope will be of some help to the actual teaching of literary texts.