The Exegetical Study Of Classical Annotate In Senior Middle School <Chinese Language>

Language is the most important communication tool and quite asignificant part of human culture as well. As a discipline which is supposed to be thecombination of practical subject and humanity, language aims to make all the studentsin senior middle schools access to necessary language literacy. In this process oflearning language and literature, intensive reading and appreciation of outstandingarticles in ancient China is very essential.The Chinese Language textbooks for senior middle schools mostly chose famous andtime-tested classics of ancient China, and these texts and comments all have a highvalue in the subject of literature and appreciation.The new curriculum standards claim that students could to be able to read andunderstand the uncomplicated and understandable ancient poetry with the help ofdictionary and other language and literature materials in order to get to know somerelevant Chinese culture and common sense about ancient China. While reading thesearticles, the most effective way for students is to go through the annotations of the texts.The Chinese Language textbooks for senior middle schools which published by People’sEducation Press include38classical Chinese articles and2009detailed, rational andplain annotations. Since these textbooks were published, the previous studies focused onthe annotations of the text, but little studies in the field of explanations of words inancient books. To fill this gap, it is important to focus on the annotations fromexplanations of words in ancient books to help the readers understand the classicalChinese articles better.This paper is divided into four chapters to discuss the comments of classicalChinese language in‘Chinese’, from exegetical perspective.To be specific, they areintroduction, the notes of classical Chinese analysis between the03and the07highschool‘Chinese’by peoples education press(pep), the classification of notes of classicalChinese in the07high school ‘Chinese’(pep), comments on four parts. The comparisonbetween two versions is from three perspectives. They are from the number of classicalChinese texts to the distribution of classical Chinese texts to annotation number andannotation contents of the same classical Chinese text. Meanwhile, through classification of annotations according to the frame of the contents, this essay doesdescription as well as statistics analysis work. In this process, this paper’s aim is to findthe annotation problem, and to form consultation through analysis and integration.