Latest Collection of Explanations for Common Classical Chinese Words Used by Middle School Students

Author: Zhang Guanglu, Chief Editor / Written by the Writing Group of Special and Advanced-Level Teachers in Haidian District, Beijing
Publisher:
Publishing Date: 2004-03-01
Features: A Collection and Explanation of Common Classical Chinese Words for Middle School Students is a reference book specifically designed for middle school students to learn and master ancient Chinese. Based on the practical needs of middle school students, the book has been meticulously designed in the following aspects:
1. The selected word range is suitable for middle school students. All the entries in this book are classical Chinese common real and virtual words that students are required to master according to the new curriculum standards and the new editions of primary and secondary school Chinese textbooks.
2. The definitions are accurate, concise, and easy to understand, aiming to be suitable for middle school students. Based on this, the book has the following characteristics:
1. Definitions are based on commonly used meanings in middle school classical Chinese textbooks and general classical Chinese texts, without including obscure meanings. The arrangement of multiple meanings in entries generally places the basic and common meanings first, followed by derived, metaphorical, and borrowed meanings. Particles are marked with their part of speech as appropriate.
2. For each word, all example sentences for its meanings are as far as possible selected from textbook passages (with special attention to sentences from newly added texts), and the author, book title, and chapter name are noted in parentheses at the end of each sentence to help students better learn and master the content of their textbooks.
3. Some real words also list related phrases (or disyllabic words) and provide explanations with example sentences to help students understand and master specific meanings, thereby improving their ability to read classical Chinese texts.
4. The book also lists such usages as the use of nouns as verbs, causative, and subjective meanings as separate entries to help middle school students grasp the knowledge of part-of-speech transformation in ancient Chinese.
3. The book is arranged in alphabetical order by the pronunciation of the characters. When the pronunciation is the same, entries with fewer strokes are placed before those with more strokes. If the pronunciation and stroke count are identical, they are arranged in the order of "dot, horizontal, vertical, hook, and stroke."