古汉语学习大纲（Outline of ancient Chinese Learning）

古汉语学习大纲（Outline of ancient Chinese Learning） 古汉语学习大纲(Outline of ancient Chinese Learning) To learn ancient Chinese, these theories must be mastered, which is the basis; and the key is in reading (Wen Xuan), that is, the use of these knowledge to solve dyslexia, and use of these knowledge for analysis and explanation. It can be said that these knowledge accounted for 40% of the examination, with the use of these knowledge accounted for 60% of the selected works, not just the selected works. (mainly by Wang Li and Guo Xiliang) Study outline of ancient Chinese I. instructions Ancient Chinese is the common language used by ancient Chinese people. Ancient Chinese written language has two systems: one is classical Chinese, and the other is ancient vernacular. The content of ancient Chinese teaching and learning is ancient classical Chinese and related theoretical knowledge. Among them, the study of classical Chinese is mainly based on the works of the pre Qin and Han dynasties. (I) course nature "Ancient Chinese" course is a basic course with a tool nature. "Ancient Chinese" is not only engaged in Chinese language teaching and research, and is closely related to subjects and modern Chinese, linguistics, ancient literature and ancient history Chinese China, Chinese ancient philosophy, is the basis and tools for research and teaching in these related disciplines. Our country has a long history of civilization and the ancient culture to shine with great splendor, Chinese research history, inheriting our thousands of years of culture and tradition, for today's construction service, must have certain knowledge of ancient Chinese, "ancient Chinese" this course is the objective of ancient culture and traditional inheritance based on the set. (two) teaching purpose; The teaching objective of ancient Chinese language is simply to train students the basic ability of reading ancient books and ancient Chinese teaching and research ability. Students through the course of study, should grasp the basic theory knowledge of ancient Chinese, and has certain perceptual knowledge, can not read smoothly books with moderate difficulty through modern punctuation and annotation of ancient books (such as the "Warring States", "Analects of Confucius", "Mencius", "comprehensive mirror" category of works). To be able to do the teaching of classical Chinese in middle school, we can use the reference book and related materials to analyze the text, vocabulary, grammar and so on in the ancient poetry of middle school, and help the middle school students understand the ancient poetry accurately. For those who wish to pursue further studies, the course requires a higher level of demand for them. "Ancient Chinese" course is a very practical course, therefore, to achieve the above objectives, students should finish some of the most basic indicators, 20~30 will recite ancient prose, read 60~80 ancient prose translation, punctuation 8~10 ancient prose master, about 1000 commonly used ancient word meaning, to complete a quantitative knowledge practice, understand the basic content and research methods of the ancient Chinese characters, phonology, exegesis, vocabulary, rhetoric, writing poetry, words, learn the rules of the writing practice and has certain. (three) teaching content and related requirements; 1., the teaching content of ancient Chinese language mainly includes two parts: the introduction, the reading and the introduction of knowledge. The two part takes up 4:6. The selection of the selected works aims to enhance the students' perceptual knowledge of ancient Chinese, and the main content is the typical works of the pre Qin and Han dynasties. The setting up of the knowledge part aims to make the students understand the basic laws, characteristics and research methods of ancient Chinese, including the content of text, phonology, vocabulary, exegesis, rhetoric and poetry, rules and forms, etc.. 2., the total number of lectures selected is 20~25. There are about 10 selected works translated by students and about 20 intensive readings. The readings in teaching and arranging readings should include chapters with ancient notes and blank notes. 3., the instruction of the selected works is mainly to explain the word, the word and the sentence, and give prominence to the analysis of the commonly used words and grammatical phenomena, and pay attention to the dredging of the meaning of the sentence. 4., the introduction of ancient Chinese knowledge includes the introduction of text, phonology, grammar, vocabulary, exegesis, rhetoric, poetry, rules and tools. Among them, grammar accounts for about 40% of the total amount of knowledge, 30% of words, vocabulary and exegesis, and about 30% of phonology, poetry, metrical figures, figures of speech and reference books. This part to teach the basic knowledge of the main features, use case model, try to be accurate, complete, common, fresh, healthy. 5., the selection of lectures and the introduction of knowledge should be alternated, should not be separated, so that the two have lost contact. According to the actual needs of the exercise, the teaching order of the knowledge part can be adjusted. 6. assign certain classroom assignments and homework assignments to each unit. The time and content of class assignments depend on the specific circumstances. Outside written assignments are basically done once every two weeks. It includes punctuation translation, knowledge solving, poetry and prose writing, and so on. The writings of poetry, words, and ancient prose are arranged only once in principle. The purpose is to enable students to master the writing rules and characteristics of poems, words and ancient texts through practice. Homework is corrected for one semester, three times in principle, three weeks in principle. At ordinary times, homework results accounted for 20% of the total score. 7., the curriculum examination system, the two semester each time, the proposition based on this outline, teaching test separation, flow marking. The examination content should reflect the syllabus of the depth and breadth of research focus on basic knowledge, basic theory and basic skills, improve students' ability to analyze and solve problems, to stimulate students' innovation ability. Examination results accounted for 80% of the total score. 8., the practice of this course is very strong, so the number of students should be controlled at about 50 per class. 9. the teaching materials for this syllabus are tentatively written in the ancient Chinese language by Guo Xiliang et al. Since the teaching hours are only adjusted to 54 hours, the teaching content of the selected works should be largely cut out, and the knowledge part should be taken into consideration in principle, but the hours used will be reduced accordingly. 10., the teaching content and the teaching hours of each part are designed according to the teaching situation in previous years. The teacher can make certain adjustments in the specific teaching practice according to the actual needs. (four) teaching hours The duration of the course is 72 hours. The academic year is completed and 36 classes are taught each semester. (five) teaching methods The main teaching method of this course is the way teachers teach. The teachers can carry out the necessary classroom discussions according to their actual needs. Two, text Introduction Teaching points 1, what is the ancient Chinese language; 2, the purpose of learning ancient Chinese language and requirements; 3, "ancient Chinese lesson" the basic content; 4, ancient Chinese learning methods. (1) what is ancient Chinese? Ancient Chinese has two kinds of written language: 1, classical Chinese; 1, ancient white language. The object of study in ancient Chinese is classical Chinese, with emphasis on the works of the pre Qin and Han dynasties. (two) the purpose and requirement of learning ancient Chinese The purpose of this course is to cultivate students' ability of reading the ancient books, students are required to grasp some of the ancient Chinese theory of knowledge, and has certain perceptual knowledge, the classical original can rely on reference books and ancient note reading difficulty, for ancient Chinese teaching in middle school. (three) the basic content of ancient Chinese course; The basic content of the ancient Chinese course includes two parts: the introduction and the introduction of knowledge. The selections are mainly works of the pre Qin and Han Dynasties, and the intellectual part includes text, phonology, vocabulary, exegesis, grammar, rhetoric, poetry, rhythm and so on. (four) ancient Chinese learning methods 1. theoretical study and literature both can be neglected. 2. learn theoretical knowledge, grasp the key points, identify similarities and differences, and practice more. 3. study selections, read more, recite more, and translate more. Assessment requirements: brief description of the nature and basic content of ancient Chinese course. Chapter 1 Teaching points 1, word and sentence, a comprehensive explanation; 2, asked the students to recite the text; 3, introduction of indexing and several commonly used in ancient Chinese books content and style. Section 1 selections (a) dogged determination (two) Kua Fu (three) the goddess patching the sky (four) Fu Ban. (five) the Wushan Gorge Second sections of ancient Chinese knowledge Introduction to ancient Chinese reference books (a) several methods of search tool books 1, 2, 3 word sequence, the word stroke radical indexing system 4, four corner number word (two) introduction of common Chinese ancient reference books 1, the 2 "Chinese Dictionary", "Chinese Dictionary", "dictionary" 4, 3 "Ci yuan", 5 ", 6" Shuowen Jiezi "introducing" 7, "" 8, "Jing Ji Zhuan Gu Pei Wen Yun Fu" 9, "13," 10 index "China names dictionary" 11, "China big dictionary" 12 ancient names, "sikuquanshuzongmu" Assessment requirements: 1. Recite the text; 2. Explain the nature, content, author and publication time of the books and tools introduced by each department. Second chapters Teaching points 1, anthology of teaching, analysis of grammatical phenomena; 2, six; 3, philology, radical word radical; 4, Gujinzi, tongjiazi, characters, character. Section 1 selections (a) Zheng Boke Duan Yu Yan (two) the Duke of Chu Second selections (a) An battle (two) what is the theory of "Zi Gong"? Third sections of ancient Chinese knowledge Structure of Chinese characters 1, 2, 3, idicating pictographic 4, 5, knowing 6, under the guise of phonetic transfer Fourth sections of ancient Chinese knowledge (a) Chinese characters radicals 1, text 2, the word radical radical (two) Gujinzi, tongjiazi, characters, character Requirements: 1, master the definition of six; 2, to analyze the structure of some common words with six theory; 3, what is the distinction between ancient and modern words, interchangeable characters, variant characters, character. Third chapters Teaching points 1, the selected works teach, pay attention to grammar analysis; 2, ancient and modern word meaning similarities and differences; 3, the meaning of the expansion, narrowing and transfer; 4, ancient and modern word meaning, color, degree, degree. Section 1 selections (1) the king of Yan, the emperor and the scholar (two) Sun Bin Second sections of ancient Chinese knowledge Similarities and differences between ancient and modern word meanings (1) the general situation of similarities and differences between ancient and modern word meanings; 1, the meaning of the ancient and modern is exactly the same; 2, ancient and modern word meaning is completely different; 3, ancient and modern word sense seems to be the same (two) the differences in the scope of ancient and modern word meanings 1, the meaning of the expansion of 2, meaning narrowing, 3, the transfer of meaning (three) the difference between ancient and modern word meanings in terms of emotion and color (four) the difference between the degree and meaning of ancient and modern words Fourth chapters Teaching points 1, the anthology teaches, pays attention to the grammar analysis, arranges the student to translate the related paragraph; 2, the word original meaning, the original meaning inquiry method; 3, the word extension meaning, the extended meaning and the original meaning relations. Section 1 selections (a) Jian Zhu Ke book (two) report to Ren an (above) Second selections Report to an ANN (middle) Third selections Report an appointment book (next) Fourth sections of ancient Chinese knowledge The original meaning and extended meaning of a word (1) the original meaning of the word 1, the original meaning and characteristics of the word 2. How to explore the original meaning of the word? (two) extended meaning of a word 1, the extended meaning of the word and its characteristics. 2. The relation between extended meaning and original meaning: direct extension, indirect extension 3, the extended meaning of the method: first, similar extension Assessment requirements: 1. Translate part of the passage; 2. Master the method of searching for the original meaning; 3. Understand the characteristics and relationship between extended meaning and original meaning. Fifth chapters Teaching points 1, anthology lectures, arrangement of students translation; 2, 3; and 4, move; verbs; 5, noun adverbial; 6, preposition and pre conditions; 7, judgment of the four sentences in the 8; five kinds of sentence and passive sentence. Section 1 selections (a) answer Li Yishu (two) Yiwenzhi their slightly (on)? Second selections Yiwenzhi? Their slightly (below) Third sections of ancient Chinese knowledge Flexible use of parts of speech (I) causative use 1, the verb to use the use of 2, the use of adjectives to move the use of 3, the use of nouns (two) conation 1, describe the conative usage of words, noun verb significantion 2 (three) nouns are used as verbs (four) nouns are adverbial Fourth sections of ancient Chinese knowledge Word order and sentence in ancient Chinese (1) word order in ancient Chinese 1, interrogative sentences, interrogative pronouns as one of 2 front, negative sentence, preposition pronoun 3, one front with pronoun anaphora (two) judgment sentence 1, subject, plus "person", predicate plus "also" type 2, subject after plus "person", predicate after "do not" also "type" 3, after the subject does not add "person", predicate plus "also" type 4, subject after "no", "predicate" after "no" also "type" Fifth sections of ancient Chinese knowledge Representation of passive sentence (1) the verb predicate is introduced by the preposition "in" to the originator of the action (two) before the verb predicate, use "preposition" as "the introduction of the action" (three) before the verb predicate, use preposition "for", the introduction of the action of the sender, the sender after the pronoun" (four) verb auxiliary verb "see"" (five) add verb "see" before verb predicate, and then use preposition "in" to introduce the sender of action (six) the verb preposition is introduced into the action by preposition Assessment requirements: 1. Translate part of the passage; 2. Explain what parts of speech are used and use types; 3. Examples of objects, judgments, and passive sentences. Sixth chapters Teaching points 1, anthology lectures, punctuation and translation arrangement of ancient prose; type 2, type 3, pronouns, adverbs;; basic usage 4, several common prepositions; 5, basic usage of several common conjunctions; 6, sentence tone words and sentence, modal words in sentence; 7, prefix and suffix. Section 1 selections (a) Xi Lu once ran Xihua seated (two) Jishi will attack Zhuanyu (three) Tsze Lu Second selections The world knows that beauty is beauty (two) small territory and population (three) autumn water Third quarter grammar Adverb and pronoun (1) adverb 1 Degree Adverbs 2, scope adverbs 3, time adverbs 4, modal adverbs 5, negative adverbs 6, table adverbs (two) pronouns 1, personal pronoun 2, demonstrative pronoun 3, interrogative pronoun 4, or "or" and "Mo", 5, "person" and "place"" Fourth quarter grammar Prepositions, conjunctions, interjections, prefix and suffix (1) prepositions 1 (in) 2, 3 (two) conjunctions 1, and 2, and 3, then, but 4, although, although 5 and ran, however, 6 (three) tone words and the prefix and suffix 1, the last sentence, modal words: also, Yi, Jie, with, evil (Jesus), Zai Zai! 2, in the first and last sentence, the modal words: "Fu, Wei (Wei, Wei"), and so on 3, the prefix and suffix:, language and in nature, such as, thin; and Seoul, if Requirements: 1, the translation part text; 2, adverb, pronoun type, meaning and usage; 3, explain the meaning and usage of common prepositions and conjunctions; 4, explain the meaning and usage of modal words; 5, explain the meaning and types of the prefix and suffix. Seventh chapters Teaching points 1, the selected readings teach, layout punctuation, translation of ancient prose; 2, ancient notes of the type, style, terminology. Section 1 selections Xu Xing Second sections of ancient Chinese knowledge Annotation of ancient books (I) types of ancient notes; 1, pass 2, note 3, Shu (Zheng Yi) 4, set Xie 5, Zhang Ju (two) the style of ancient annotation (three) the term of ancient annotation 1, "Yue", "for", "2", that is, "3", "appearance", "appearance" 4, "5", "words", "words" 6, read, read 7, said, the comparative Requirements: 1, explain what is, paper, sparse, solution set, 2 chapters; familiar with the ancient note style; 3, explain the common term ancient note; 4, reciting the name of the "thirteen classics". Eighth chapters Teaching points 1, the selected readings teach, layout writing 1 ancient texts; 2, several common rhetorical way. Section 1 selections (1) the peasants of the mountains invade the river (two) five Bookworms Second sections of ancient Chinese knowledge The rhetoric of ancient Chinese 1, 2, 3, on behalf of reference such as 4, and 5, intertextuality 6, 7, 8, is inverted 9, omission of Euphemism Requirements: 1, familiar with the text; 2, familiar with the common way of ancient Chinese rhetoric. Ninth chapters Teaching points 1, thirty-six letters; 2, introduction of "Guangyun"; 3, no 4, the ancient light labiales; ancient tongue music. Section 1 ancient Chinese knowledge Jane said in ancient Chinese (a) the basic concepts of phonology (two) "Qieyun" and "Guangyun" (three) "Guangyun" tone category Second sections of ancient Chinese knowledge A brief account of Ancient Voices An ancient, ancient tongue no labiodental sound Two, the rhyme of the ancient sound Requirements: 1, recite thirty-six letters, sound and rhyme of ancient initials; 2, explain the basic concepts of phonology; 3, explain what is "no light labiales ancient" and "ancient tongue on sound". Tenth chapters Teaching points 1, the structure of poems; 2, poetry rhyme, "flat rhyme"; 3, the poems of the 4 poems, antithesis; pingze, Aojiu; 5, 1 pieces of writing poems layout. Section 1 ancient Chinese knowledge Rhyme (a) in the structure 1, the sentence number 2, word 3, the name of each association (two) poems rhyme 1, 2, a flat and rhyme rhyme in the end 3, "flat water rhyme". (three) Lushi antithesis 1, work on; 2, wide pair; 3, by the right; 4, running water on. Second sections of ancient Chinese knowledge Versification (below) Lu Ze (a) the basic format of the pingze The basic format of 1, five pingze; 2, the basic format of Qilv pingze (two) failing to save 1, 2, the self rescue couplet Requirements: 1, Master Lu structure, rhyme and antithesis; 2, write the basic format, the 3 verses oblique; Lushi Aojiu circumstances. The eleventh chapter, ancient Chinese knowledge Teaching points Related terms 1, the introduction of the term; 2, the word rhyme, tonal and antithesis; 3, arrangement of lyrics 1. strict tonal pattern and rhyme scheme (a) poetry, poems, CI (two) the word rhyme, tonal and antithesis Requirements: 1, interpretation of the relevant terminology; 2, understand the word rhyme, tonal and antithesis. Three, the use of teaching materials and teaching bibliography Using textbooks Wang Li "ancient Chinese", Zhonghua; Guo Xiliang editor, "ancient Chinese", the Commercial Press, 1999 edition. Bibliography Edited by Xu Jialu, ancient Chinese, higher education press, 1992. Edited by Hong Chengyu, ancient Chinese course, Zhonghua Book Company, 1990 edition. "The writing group words commonly used in ancient Chinese Dictionary", "the ancient Chinese commonly used words dictionary", the Commercial Press, 1993 edition. Xu Shen, "Shuowen Jiezi", Zhonghua Book Company, 1963 edition. Duan Yucai, "Annotation", Shanghai Ancient Books Press 1988 edition. Zang gram and Wang Ping revised, a new set of "Shuowen Jiezi", Zhonghua 2002 edition. Wang Li, "the Chinese phonology", Zhonghua Book Company, 1956 edition. "Hu Anshun," the general theory of phonology, Zhonghua Book, 2003 second edition. Tang Lan, Chinese philology, Shanghai Ancient Books Press, 1979, new 1 edition. Zhao Zhenduo "compendium" exegesis, the 1 edition of Bashu publishing house in 2003. Guo Zaiyi, exegesis, Hunan people's publishing house, 1986. Guo Na, "exegesis", Shaanxi Normal University press, 1994 edition. Shaanxi Normal University Dictionary Compilation Group, dictionary of ancient Chinese function words usage, Shaanxi people's press, 1988 edition. The Chinese Academy of Sciences Institute of ancient Chinese language study room, "dictionary of ancient Chinese function words" the Commercial Press, 2000 edition. Liu Jingnong, Chinese classical grammar, Zhonghua Book Company, 1994 edition.