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近十年来,随着语言学教学与科研的不断发展,高校《古代汉语》教材已由文革前的数种,发展到如今的数十种。这些教材在编写上各有特色。例如王力主编的《古代汉语》是以文选为纲,将常用词、古汉语通论和文选有机结合起来。这样安排的好处是能将理论和阅读理解的实践结合在一起,便于学生从纵(常用词和通论)横(文选)两方面入手将学会的知识融汇贯通。但文选、常用词和通论是各自成系统的,一旦按文选的纲目横向结合,难以照顾到常用词和通论本身的系统性。对于学生来说,要想系统地掌握常用词和通论的内容,也不太方便。在文选的次序安排上,王力主编《古代汉语》是既按时代,又按文体,有的还照
In the past ten years, with the continuous development of linguistics teaching and research, the teaching materials of ancient Chinese have been developed from dozens of kinds before the Cultural Revolution to dozens of kinds nowadays. These materials have their own characteristics in the preparation. For example, Wang Li’s chief editor of the “Ancient Chinese” is based on the anthology as a key link, the commonly used words, the ancient Chinese General Theory and the anthology combined. The advantage of such an arrangement is that it combines the theory with the practice of reading comprehension so as to facilitate the students to integrate the learned knowledge from both vertical and general perspectives. However, the anthology, the commonly used words and the general theory are their own systems. Once they are combined horizontally according to the outline of the anthology, it is hard to take care of the systematicness of common words and the general theory. For students, in order to systematically grasp the common words and general content, is not very convenient. Arrangements in the order of choice, Wang Li, editor of “Ancient Chinese” is both according to the times, according to style, and some still according to