The first period: the period before Yuan Dynasty. The characteristic of this period is that grammar research is limited to the interpretation of individual words and mainly relies on the interpretation of Confucian classics.
The earliest extant materials are Biography of Yang Gong in the Spring and Autumn Period (reportedly written by Gong Yang Gao in the Warring States Period) and Biography of Shi Mao (written by Mao Heng in the early Han Dynasty). They explained individual function words and sentences.
Such as: The Book of Songs? Han Guang: "There are trees in the south, don't worry! "Although there are towering trees in the south, we can't rest under them. Mao Heng commented: "Thinking is also a word. "
It is pointed out that "Xiang" is a modal particle (equivalent to "ah" in vernacular Chinese). Poetry anthology? Xiao Min: "Only words are arguments."
Mao Heng commented: "Striving for the word." (strive to say something shallow. )
Here not only explains the meaning, "you" means "near"; It also explains the syntax that "Er Yan" is the object of "Zheng" and is placed in front of the verb in the form of "Wei …… Shi". Other works in this period, including a large number of annotated books, as well as the word book Shuo Wen Jie Zi and the theoretical work Wen Xin Diao Long, did not go beyond this scope in grammar research.
According to the Biography of the Eminent Monk, a monk named Zhu once wrote a Chinese grammar book called Metric according to Sanskrit grammar, but it was not popular and has long been lost. Although the monograph on Chinese grammar appeared late, it does not mean that the ancients wrote articles without grammar and did not understand grammar.
For example, the study of "genus pair" in parallel prose and modern poetry includes the exploration and application of Chinese syntactic structure characteristics. The ancient people's view of grammar can be found in the Collection of Ancient Chinese Grammar edited by Zheng Dian.
The second period: Yuan Dynasty to Qing Dynasty. This period is characterized by some comprehensive and independent research on grammar.
The monograph on the study of function words in classical Chinese is Lu Yiwei's earliest work in Yuan Dynasty. It became popular in the Qing Dynasty, with the emergence of Yuan's Theory of Function Words, Liu Qi's Analysis of Zhuzi and Wang Gongzhi's Jing Ci. Yu Yue's Doubtful Examples of Ancient Books also explains a large number of grammatical phenomena such as the use of function words, the flexible use of content words, word order and ellipsis.
However, there were no systematic grammar works in this period, and they did not completely get rid of the attachment to Confucian classics. In addition, foreign missionary Varo wrote a Chinese grammar book in 1684, but it did not have a significant impact on Chinese studies.
The third issue: Modern. 1898, Ma Jianzhong (1845-1900) imitated Latin grammar and wrote Ma Shi Wen Tong, the first classical Chinese grammar book in China, which marked the development of Chinese grammar research to a new stage.
Since then, Wang Li, Wang Li and others have all made contributions to grammar research (including vernacular grammar). Judging from the existing research results, classical Chinese grammar and modern Chinese grammar are basically the same in morphology and syntax.
Therefore, this book, based on the modern Chinese teaching grammar system, introduces some common knowledge of classical Chinese grammar, focusing on the grammatical phenomena of differences between classical Chinese and vernacular Chinese.
2. Small topic research. We have explored a set of practical teaching methods that can stimulate students' interest in reading classical Chinese: 1. Learning methods to stimulate interest, 2. Trust stimulates interest, 3. Introduce and stimulate interest, 4. Writing on the blackboard stimulates interest. Scenery arouses interest. Aesthetic arouses interest, 7. Make the past serve the present to stimulate interest. Flexibility.
First, the main background of the study.
With the innovation of social culture and the passage of time, the corresponding cultural background, historical conditions and social forms in classical Chinese are far from the living environment of students, and there are also gaps between the expression, expression, vocabulary and grammar of classical Chinese and the real language communication of students. In addition, the subtle meanings hidden in ancient poems increase the difficulty of students' cognitive understanding, so students have certain rejection, alienation and exclusion psychology when learning classical Chinese.
Secondly, there are two misunderstandings in classical Chinese teaching. One is word-for-word decomposition, which teaches classical Chinese as a foreign language, just like learning ancient Chinese anthology. Another is to take an article and start to sum up ideas and analyze the image before you understand it. Classical Chinese reading should be able to read something smoothly and let students feel it themselves. Whether reading classical Chinese or vernacular Chinese, when appreciating literary images, the reason is the same in terms of improving Chinese ability. You can't treat classical Chinese as a foreign language. Classical Chinese, after all, is Chinese in different times. In addition, we can't read classical Chinese as vernacular Chinese, because it has language barriers after all. Therefore, in the teaching of classical Chinese, we should grasp something very related to the theme and use it to do some key anatomy. Especially when reading poetry, we must express our image in language. Without the image from language, others can't catch it.
Moreover, in junior high school, students are only exposed to dozens of classical Chinese texts in textbooks, and the content is relatively short and the learning requirements are relatively low. Most junior high school teachers neglected to summarize and sort out the phenomena and laws of ancient Chinese language. This also leads to students' fear of classical Chinese, and the content and language form of classical Chinese are no longer as simple as junior high school.
In view of this, how to stimulate students' interest in reading classical Chinese has become an urgent task in classical Chinese teaching.
Second, the summary of the subject content
Concept definition
What is ancient Chinese? As the name implies, it is the language of ancient Han people. Ancient Chinese can be divided into spoken language and written language.
What is classical Chinese? Classical Chinese refers to the written language of ancient Chinese based on the spoken language in the pre-Qin period, which has been refined after many times, and the language that later writers imitate their works, such as a hundred schools of thought contend, historical records, eight masters in Tang and Song Dynasties, Tongcheng School and so on. , are examples of the practical use of ancient Chinese. In short, classical Chinese is an article written in classical Chinese. Generally, the May 4th period is defined as the dividing line between ancient Chinese and modern Chinese.
What is interest? Interest is a special cognitive tendency to things. This is a psychological activity. When it develops into a hobby, it becomes a long-term and relatively stable behavior tendency, which affects people's ability. Interest and hobby are the source of enthusiasm, the need to know and explore something, and the driving force to promote people to know something and explore its development law. It is the most active factor in people's study and work. With an interest in something, you can have great enthusiasm in your behavior.
Through the research of this topic, we will explore a new and effective teaching mode of classical Chinese, so that students can show strong interest and subjective tendency in the process of actively participating in the study of classical Chinese, and then promote the "recognition", "interpretation" and "analysis" of the language, so that students can truly understand the simple classical Chinese and understand its essence, which is beneficial to writing and life.
(2) Theoretical basis
1. Psychology points out that interest is an important psychological factor to promote people's knowledge-seeking activities and learning, which can make people concentrate and actively engage in certain activities. Any activity that suits one's interests is easy to improve one's enthusiasm.
2. Psychological research shows that in the process of language learning, when students focus on the language itself (knowledge and rules), the degree of anxiety is higher, while when they focus on the content expressed in the language, the degree of anxiety is obviously reduced and it is easier to learn.
3. Subjective education theory holds that students are not only the object of education, but also the subject of learning, understanding and development. The influence of education is everything in the external object, and only through students' subjective activities can it be internalized into the quality of the subject. The classroom teaching method that embodies students' subjectivity is a multilateral activity in which teachers and students participate and communicate with each other. Teachers are organizers of teaching activities, students are independent participants in self-development and active explorers and creators. The relationship between teachers and students is democratic, equal and cooperative. This kind of teaching can make students gradually move from "others' learning" under the guidance of teachers to "autonomous learning" based on self-study, and finally achieve the goal of learning to learn and create.
4. Principle of cooperation: In research, it is necessary to change the phenomenon of mutual isolation among teachers, students, families and schools, and emphasize mutual cooperation and promotion.
5. The new curriculum standard points out: "The purpose of moderately strengthening the study of classical Chinese is to encourage students to deepen their understanding of the excellent traditional culture of the Chinese nation, enrich their cultural heritage and enhance their cultural taste."
3. How to write the research status of the opening report at home and abroad? Original publisher: jsh 198703 16.
Graduation thesis guidance: how to write "research status at home and abroad" 1. Why write research status at home and abroad? By writing the research status at home and abroad, we can see whether students have read a lot of relevant literature. Why are students required to read a lot of references? Instead of letting students plagiarize, let them know the frontier of theoretical research in related fields, so as to open up ideas and conduct more in-depth research on the basis of other people's achievements and avoid unnecessary duplication of work. Second, how to write the research status at home and abroad. Before writing, students should first sort out the monographs and papers related to their graduation thesis topics collected and read, and select the most representative authors from them. When writing your graduation thesis, summarize these main points, and indicate the year when you represent the author and express your opinions. It is also necessary to comment on the shortcomings of domestic and foreign research, that is, what aspects are not involved, whether there is a research gap, or the research is not in-depth, what theoretical problems have not been solved, or what shortcomings exist in research methods, which need further study. Third, the problems that should be paid attention to when writing the research status at home and abroad. First, be careful not to write the research status quo as the development of the matter itself. For example, to write about the research status of stock index futures, we should write about the monographs or papers, authors and opinions, rather than when the stock index futures itself came into being, what kinds of transactions it has and how it evolved. The second is to reflect the latest research results. Third, don't write too little. If you only write a short paragraph, you haven't read much material. Fourth, if there is no literature directly related to the topic of graduation thesis, choose something similar to the topic of graduation thesis to write. The format of the opening report on the research status at home and abroad (universal) Because the opening report is the general idea of the paper embodied in words, the length should not be too large, but how to study the planned research topic,
4. Research status of graduation thesis at home and abroad 1 How to write? Thesis title: accurate, concise, eye-catching and novel.
2. Table of Contents: A table of contents is a brief list of main paragraphs in a paper. (Essays don't need to be listed in the table of contents)
3. Abstract: It is an excerpt from the main content of the article, which requires short and pithy content. The number of words can be as few as dozens, and it is advisable not to exceed 300 words.
4. Keywords or subject words: keywords are selected from the title, abstract and text of the paper, and are words with substantive significance to express the central content of the paper. Keywords are words used by computer systems to index the content characteristics of papers, which are convenient for information systems to collect and provide readers with retrieval. Generally, 3-8 words are selected as keywords for each paper, and a new line is set at the bottom left of the "abstract".
Subject words are standard words. When determining the subject words, the paper should have a theme, and according to the indexing and collocation rules, it should be converted into standardized words in the subject glossary.
5. Text of the document:
(1) Introduction: Introduction, also known as preface, preface and introduction, is used at the beginning of the paper. The introduction should generally write the author's intention, explain the purpose and significance of the topic, and point out the scope of the paper writing. The introduction should be short and concise, and stick to the theme.
(2) Text of the paper: The text is the main body of the paper and should include arguments, arguments, argumentation process and conclusions. The main part includes the following contents:
A. Propose-demonstrate;
B. analyzing the problem-arguments and arguments;
C. solving problems-demonstrations and steps;
D. conclusion.
6. The references of the paper refer to the main documents listed at the end of the paper that can be referenced or quoted in writing. References should be marked on a new page according to GB77 14-87 "Description Rules of References at the End of Documents".
English: Title-Author-Publication Information (edition, publisher, publication date): Author-Title-The requirements for the references listed in the publication information are:
The references listed in (1) should be official publications for readers' textual research.
(2) The listed references shall be marked with serial numbers, titles of works or articles, authors and publication information.
5. Is there a subject of learning ancient poetry and prose in ancient Chinese, which can be 1) history and (historical materials)?
2) Archaeology, (physical evidence)
3) Folklore, (region)
4) China ancient literature (language)-ancient phonology, ancient philology, ancient book annotation, exegetics, poetic rhythm, Oracle Bone Inscriptions, etc.
(You also ask about unconventional relationships)
It can be simply called "anthropology" (especially the knowledge of people on earth, as well as human psychology (individual) and sociology (multi-folk customs &; ; Regional) can also be associated with "philosophical category of thinking"+"religion". Wait a minute. )
When a "region" (3)->; Left "literature" (4)->; Elapsed time (1)->; ; Preserving evidence sentence (including "oral historical records handed down from generation to generation") = "historical records of a certain region of mankind".