Studies Of The Classical Chinese Annotations Problems In High School Chinese Teaching Materials

According to the New Chinese curriculum standards of middle school, classical Chinese teaching in middle schools always stresses the words and phrases teaching, setting strict rules to the words and phrases exercises in every unit and every passage from low level to high level, quantizing the amount of words and phases teaching. Most of classic Chinese articles in the textbooks are classic and traditional writing, the explanatory notes in which are corrected all the time; even some articles that are newly chosen, the editor also absorb the latest achievement of the academic field, which is quite admiring. Therefore, the explanatory notes are basically excellent; in general, they are correct and concise, scientific and popular, contributing a lot to teaching. But because of different edition or revision, some notes are under consideration:some notes are ambiguous and simple, even somewhere the definitions are too literally, incomplete, or wrong, which cause inconvenience in teaching and learning classic passages. I notice these problems in my teaching, so I refer to many materials and internet about the confusing notes, compare the findings, and choose a more realistic one for students'discussion. This thesis is based on a textual research on the problems in notes of textbooks by Jiangsu Education Press. The problems are sorted out and classified systemically, and this work will provide help to students learning, and improve my teaching literacy.In the notes of the classical Chinese textbooks by Jiangsu Education Press, there are some oversights and mistakes, needing to be corrected and supplemented; some definitions are not wrong but not so accurate and polished, which also can be replenished. It's crucial to Chinese teaching and textbook construction, while it is so effort-taking, and time-consuming that teachers have no energy or ability to explore these problems. They just neglect them, which affects the quality of classroom teaching, and goes against the practical and realistic way. That's why I observe this phenomenon. I refer to a lot of materials, search the internet for the notes of some textbooks, and adopt the related theories of Critical Interpretation of Ancient Texts and Exegetics for a comparison, choosing the most realistic definition for student discussion. The analysis of defects in texts are helpful for cultivating the awareness of question and the spirit of chasing truth, build the confidence as a critics, and raise student's inquisition study and the power of thought. In addition, as a Chinese teacher, especially a middle school Chinese teacher, it is not qualified that just rely on texts notes, or reference books to teach, because the knowledge teachers transmit is always beyond 'the book, and the teacher should understand the text before the students. Nowadays, the expert in this field is the senior school Chinese teaching and research staff Chen Xiaoping of Ouhai Teacher development Center in Wenzhou. He wrote a book "Explore-the Semantics of Senior school Chinese", systematically research on the notes in the middle school textbook at the first time. Though not all the errors listed in the book is true, most of them are convincing. What'more, the professor of Zhejiang normal university,Huang Linggeng-published a book named " Critical Interpretation of Ancient Texts and Chinese Teaching", which lists more than seven hundreds examples in the notes of the middle school textbooks to discuss, supplements to some notes and reasons, setting a good example to Chinese teachers.