Ancient Chinese (Corrected and Reprinted Edition) Volume 4

Author: Wang Li, Editor-in-Chief, Ji Changhong, et al.
Publisher:
Publish Date: 1999-06-01
Features: The course of Ancient Chinese has had various teaching contents in different higher education institutions and periods. Some taught it as a collection of literary selections from different dynasties, some as classical Chinese grammar, some as textual analysis, phonology, and etymology, and some as the history of the Chinese language. The objectives and requirements were not consistent. After the educational revolution of 1958, people further recognized that teaching must be connected to practice. Many higher education institutions reconsidered the teaching content of Ancient Chinese, believing that its objective should be to cultivate students' ability to read ancient books. To achieve this objective, both perceptual knowledge and rational knowledge are necessary. The reading of literary selections must be closely combined with theoretical knowledge such as classical Chinese grammar, textual analysis, phonology, and etymology, so that our teaching is not one-sided and thus improves the teaching effectiveness of Ancient Chinese. As for the history of the Chinese language, it should be a separate subject. The history of the Chinese language is a theoretical course, while Ancient Chinese is a tool course, and their objectives and requirements are different. In 1959, Peking University carried out reforms in the teaching of Ancient Chinese, combining literary selections, common words, and general theories of ancient Chinese, achieving better teaching results. In addition, many higher education institutions have improved the teaching of Ancient Chinese with the objective of cultivating students' ability to read ancient books.