Comparative Study On Classical Chinese Knowledge System Of Unified Edition High School Chinese Textbooks

Chinese teaching materials are the carrier of students’ learning Chinese knowledge.Students and teachers cannot do without the use of Chinese teaching materials to carry out teaching activities.Chinese teaching materials are mainly composed of four systems: text selection,knowledge,assisted reading and practice.These four systems define the content,steps and methods of teaching and learning.Teachers and students can better use the teaching materials to complete the teaching and learning tasks by understanding these four systems.A comparative study of different editions of textbooks can help us find out the special features of textbooks and learn from the experience of predecessors in compiling textbooks.Classical Chinese knowledge in Chinese teaching materials refers to the knowledge presented by Chinese teaching materials,which students need to master in the process of learning,and which is used to assist classical Chinese learning.By 2022,the unified edition of high school Chinese textbooks has been put into use across the country.Fu Donghua wrote Fuxing High School Textbooks · Chinese Language based on the1932 Chinese Language Curriculum Standards,which had a large circulation at that time.At present,the academic circle has made some research achievements on the unified edition of high school Chinese textbooks,but there is not enough research on the classical Chinese knowledge in the unified edition of high school Chinese textbooks.Therefore,this paper makes a comparative study on the unified edition of high school Chinese textbooks and the two editions of "Rejuvenating Senior High School Textbooks · Chinese Language",and draws valuable experience and achievements from them.Furthermore,it provides some suggestions for the revision of classical Chinese section of the textbook from various perspectives,and puts forward some suggestions for teachers to use the knowledge of classical Chinese in the textbook for teaching and students to use the knowledge of classical Chinese for learning.The thesis is composed of three parts: introduction,main body and conclusion.Among them,the introduction part mainly expounds the reason of topic selection,research status and research methods,and defines the Chinese knowledge system and classical Chinese knowledge system of related concepts.The main body of the thesis is divided into three parts.The first part compares the compilation basis and composition of classical Chinese knowledge of the two editions.After a comparative analysis of the curriculum standards,the curriculum contents and the compilation ideas of the two textbooks,the overall structure of the two textbooks and the composition of classical Chinese knowledge system are sorted out.The second part makes a detailed and specific comparative analysis of the knowledge system of the two editions of the textbook from the perspectives of the whole textbook and the same articles,draws out the similarities and differences of the knowledge system of the two editions of the textbook,and analyzes the reasons for the differences.The third part,on the basis of the previous research and in view of the characteristics of the classical Chinese knowledge system,puts forward the suggestions of compiling the classical Chinese knowledge system for high school Chinese textbooks,and the suggestions of teachers and students using the classical Chinese knowledge system to carry out teaching activities.The conclusion part of the paper summarizes the research and points out the shortcomings and improvements.