A Comparative Study Of Classical Chinese Notes

In this paper, the study object is the current stage of compulsory education in junior high school language teaching materials used by PEP (2008edition) and the Shanghai version of the language teaching materials (2009edition), In comparison the same nineteen notes of similarities and differences in the classical texts, Two version of the materials found in classical annotation problems and analyze causes of the problem. Meanwhile, I will give some suggestions for writing and teaching for teachers and learning materials students in classical comment section.The article includes four parts; the first part is an introduction, including research purposes, according to topic, literature review, the study object. This part is a clear purpose and value of the paper lies in two editions of textbooks. Founding classical problems in the comments section, and coping strategies on the issues raised, the strategy is effective rationalization of teaching materials and pointing to teaching and learning.The second part presents the main features of the current portion of the classical language teaching,That is, under the "one plan with many of the" textbook reform background, many versions of the same textbook classical multi-table of contents. Table of contents in the same comment more than80%identical, reflecting the classical textbook written in the comment section exists "parroting" problems. In the process of teaching innovation, new materials and not well learned teachers and research scholars of the line, causing the teaching and research of touch and so on. After analyzing several types representative with the wrong note, I also question the universality of two editions of the textbook classical comment section exists to do the analysis and summary.The third part will be two versions of the same textbook classical writings and notes made different situations classified summary. Mainly on the comments section of combing words, this part of the annotation relate to some errors, such as the notes did not concern the original notes, comments, words in speech understanding differences and other types of problems, From this classification, we can clearly see the problems of the textbook(Shanghai Education Press)in the comments section arc, With respect to the universality of the previous chapter, this chapter summarizes the problem is particularity. Classical textbooks comment is fixed, static presentation, once combined with the teaching and learning of teachers and students, this process becomes a dynamic. This chapter has thinking about how to make static and dynamic annotations fixed classroom activities combine to play better annotation function and value.The fourth part of the contents of the article is mainly to make some comments and suggestions through targeted curriculum standards to reflect the idea. These proposals have risen for textbook writers, but also made for classroom teachers. The goal is to make teaching and learning classical comment section of the new curriculum standards in line with the concept. I hope these suggestions have some reference to the construction of language teaching materials and engage in secondary language teaching classroom teachers...