Research On The Chinese Teaching Of Classical Chinese Interchangable Words In Junior High School

Interchangeable characters(ICCs)are common phenomenon in ancient Chinese literatures,which has very deep historical origins after thousands-of-year development,it is absolutely the main and hard point in the teaching and learning of classical Chinese.The main effort for students to learn ICCs should be directed on the understanding of their meanings,as well as differentiating their categories.Since there has been no complete instruction system of ICCs,no teaching materials are provided with standard annotation system of the ICCs,which creates a deadlock for the teaching of ICCs in middle school environment.According to this,the research on how to teach ICCs in middle schools is conducted in this paper,in order to find out more idealistic pedagogy,provide middle school teachers with a practical approach in the teaching of ICCs,assist and guide students in their learning.The research object of this paper is the ICCs contained in the Chinese Textbooks for middle schools issued by the Ministry of Education.The integration of qualitative and quantitative methods are employed.Based on the statistics and analysis of these ICCs,the annotation of the ICCs is studied.The method of literature view is adopted to analyze the literatures and classical works involving the ICCs,based on the understanding of the status quo of the research of the ICCs,to provide theoretical support for the teaching and learning of ICCs.After examining the development of the ICCs concept,the general concept of ICCs is used to categorize them into Phonetic Loan Characters,Borrowed Characters and Variant Characters,and the differentiation between ICCs and Ancient and Modern Form Characters are strictly performed.Based on the pronunciation and font structure,ICCs are categorized into three groups: ICCs with same pronunciation,with similar pronunciation,and with similar font structure.Through the study of ICCs contained in Chinese Textbooks for middle schools issued by the Ministry of Education,the annotation of ICCs is analyzed based on their distribution in the textbooks.Compared with the different annotations appeared in the textbooks issued by the People's Education Press,problems of obscure definitions and nonconformity with linguistic norms are identified.It is suggested that the annotation style should be standardized,and knowledge appendix should be attached to the textbooks,so that the teaching materials of ICCs conform to linguistic norms.Instruction strategies that are in conformity with the reality of teaching activities and theoretical standards are proposed based on the clarified concept and standardized annotations,which includes: establish the connection between characters and meanings based on classical works;introduce knowledge of exegesis according to the actual learning progress;clarify the development of ICCs,and differentiate their categories;timely return to textbooks and emphasize the memorization of annotations;pay attention to the extension of extra-curriculum activities with timely consolidation and migration;allocate classroom time wisely to avoid being top-heavy.To provide complete instruction system for ICCs teaching in Middle Schools.Propose a teaching plan of ICCs for middle schools according to the complete knowledge system of ICCs as well as instruction strategies.It's suggested that one course hour should be assigned to introduce the overall knowlege of ICCs by classical literatures and lexicons,methods of exegesis,in order for students to recognize ICCs and its categorizations,understand the original and contextual meanings of the ICCs,also for students to appreciate the beauty in the structure of Chinese characters with improved artistic tastes,and comprehension abilities in reading classical Chinese.