Study On The Compilation And Application Of Classical Chinese Annotations For Junior Middle School

Classical Chinese annotation belongs to the assisted reading system,which has auxiliary function in junior middle school classical Chinese teaching.Annotation is not only the main tool for students to read classical Chinese,but also an important reference for teachers to teach classical Chinese.Therefore,teachers should attach great importance to classical Chinese annotation in teaching,actively explore how to use annotation in teaching,and guide students to use annotation to learn classical Chinese,so as to improve their learning ability.The rich content and types of classical Chinese annotations make teachers and students shy away from the study of the annotation system.Therefore,a clear presentation of the classification of classical Chinese annotations in junior middle school and a proper analysis of the contents can deepen teachers’ and students’ comprehensive cognition of annotations.On this basis,it focuses on the comparison with the classical Chinese articles received in the humanistic edition,pays attention to the situation of their inclusion in the classical Chinese articles and annotations,and finds and discusses the relevant changes of the partial edition textbooks.It is hoped that teachers can pay attention to this change in teaching and make full use of notes and avoid weaknesses,so as to combine the perfect annotation system with teaching.It is also one of the key contents of this paper to investigate the actual teaching situation of a middle school through questionnaires and interviews and analyze the data results.At present,in the process of Chinese teaching in middle school,teachers and students’ cognition of annotation is not deep enough,especially students’ interpretation of annotation is too simple,and they do not know how to use annotation better.In terms of the use of annotations,teachers’ teaching mode of classical Chinese is single,students’ ability of transfer and application is weak,and the use of annotations is not comprehensive enough.Based on the above problems and combined with the use of annotation,the corresponding teaching strategies are proposed.From the perspective of teachers’ use of annotation in teaching,teachers should improve their professional quality and attach importance to classical Chinese annotation,flexibly use the annotation in textbooks,examine and distinguish the source,not follow the textbook,and carry out this attitude throughout teaching.From the perspective of students’ learning with annotation,teachers should guide students to skillfully use each type of annotation,explore deeply,and fully explore the hidden cultural connotation of annotation.According to different teaching contents,different teaching methods are adopted to guide students to learn systematically.When explaining characters and words,we should focus on tracing to the source,exploring the original meaning,and guiding students to understand the charm of Chinese characters;In order to help students build a knowledge system of classical Chinese,we should pay attention to the connection and system construction when explaining articles.