A Comparative Study Of Annotations In Junior High School Chinese Textbooks Between The Mainland And Taiwan

Annotations are an important part of Chinese textbooks,an important means for students to understand texts,an important way for students to accumulate Chinese knowledge,and an effective tool for students to improve their autonomous learning ability.At present,the study of textbook annotations mostly focuses on classical Chinese annotations,and more qualitative research methods are used.Rarely is a comprehensive analysis of the entire textbook annotation system,and it is rare to systematically study the implementation of educational concepts from the textbook annotations.This article uses a corpus approach to systematically analyze all the notes in the two sets of junior high school Chinese textbooks in the compiled version and the Hanlin version,revealing the characteristics of the two sets of textbook annotation systems,and discovering that each side of the strait has a different emphasis on the concept of Chinese education.This article is divided into seven chapters.The first chapter is the introduction,and the second chapter is an introduction to the theoretical basis.Chapters three to five are the core chapters of the argument.The third chapter conducts an overall comparative analysis of the influencing factors and quantity profiles of the two textbook annotations;the fourth chapter analyzes the classical text annotations of the two textbooks systematically,and explores the similarities and differences between the two textbook annotation systems.Chapter 5 compares the vernacular annotations of the two textbooks systematically,revealing the common points and differences between the vernacular annotation systems of the two textbooks,and the similarities and differences between vernacular annotations and classical Chinese annotations.The sixth chapter is evaluation and suggestions.The seventh chapter is the conclusion,which expounds the relationship among annotations,Chinese textbooks,Chinese teaching,and educational concepts,and points out the shortcomings of this article.Based on a comparative analysis of three to five chapters,it is found that there is no uniform standard for the writing of annotations in the two sets of textbooks,each with its own characteristics:People’s Education Press’s annotations are prominently rich,inquiring,and able to keep up with academic development.The annotations of the Hanlin edition textbooks are focused,systematic and reasonable.The concepts of Chinese education embodied in the two sets of textbook annotations each have their own emphasis:from the teaching perspective,the unified textbooks are intended to cultivate students’ inquiry ability and focus on the improvement of cultural literacy;Students’ autonomous inquiry ability.In addition,there are deficiencies in the annotation writing of the textbook of People’s Education Press in terms of systematicness,simplification,accuracy,and the modelling of the interpretation language.In response to these deficiencies,the author proposes that the annotation writing of the People’s Education Press’s textbook should establish" "Student-based"thinking,and strive to write systematically and clearly write the standard of annotations;teachers in the teaching process should be based on "talent" teaching,good at guidance.