高中语文教材(现行人教版)植物名词注释研究.pdfVIP

论 文 摘 要 植物作为一种传统文学意象频繁地出现在文学作品中,作者通过联想,把植 物的植物学形态、生长周期、民间传说和社会习俗等与人类情感的共同之处联系 起来,运用比兴手法,使无形的思绪变为具体可感的审美对象。高中语文教材中 有许多选文运用了植物意象,关于植物的注释可以帮助学生理解语文教材和作者 写作时的情境等。教材的注释系统中有 38个与植物相关的注释,但是这些注释 中部分存在注释内容不全面、重复注释、针对性不强、甚至注释错误等现象。 本文以现行人教版高中语文教材中 38个与植物相关的注释作为研究对象, 把植物注释分为三种类型:名词、偏正结构短语、句子,并分别对这三种类型的 注释进行疏解,并对教材中应该注释而没有注的植物名词进行分析、举例注解。 主要的研究方法是采用定物状物和植物文化分析方法对植物注释疏解,结合植物 学、农学、医药学等多方面的科学知识,而且还涉及到语法、训诂、文本解读等 诸多方面的理论知识,对人教版高中语文教材的注释系统做了完善和有意义的探 索,能够有效帮助师生理解选文的内涵和意境。关键词:高中语文教材 植物名词 注释 疏解 ABSTRACT Plant as a traditional literary image frequently appears in many literature works, by associating literature with plant, authors always describe plant’s botanical morphology, growth cycle, folklore and social customs about plant in literature work, transform metaphorical and invisible thoughts into concrete aesthetic object which can be sensed. Concretely the Chinese textbook for seniors published by Peoples Education Press collects many literatures using plant image, the annotation system about plant can help students realize textbook content and the author’s situation and emotion. There are 38 annotations about plant in this textbook, but some of the annotations are not comprehensive, repeated, less pertinence, and even error occurs In this paper, the 38 annotations associated with the plant are major study object; they can be dividing into three types: glossary terms, partial structural phrases and construe. This paper interprets the three type annotations separately, and analysis some plant phase which import but not noted in textbook. The major study methods for interpretations in the paper are defining names, confirming the facts, and plant culture analysis, by combining botany, agriculture, medicine and other aspects of science knowledge, and even the Chinese language theory knowledge, for example, the language grammar, interpreting the text. This paper makes a significant progress for annotation system of Chinese text book for seniorsAt the same time,