General Knowledge of Ancient Chinese Culture Wang Li read online

1. General Knowledge of Ancient Chinese Culture

Minimum 0.27 yuan / day to open Baidu library members, you can view the full content in the library & gt; Original publisher: chuixuezhui General Knowledge of Ancient Chinese Culture Summary Table of Contents: I, the person's title II, the ancient officials III, astronomy and calendar IV, ancient geography V, the Imperial Examination System VI, customs and etiquette VII, food and drink utensils VIII, music and recreation IX The ancient military system, literature, history and canonical books ten, catalog dictionary eleven ancient military system I, the person's title Directly called the name of the roughly three cases: (1) self-named name or first name.

Such as "five steps, Xiangru please be able to neck blood splash the king carry on", "Luling Wen Tianxiang preface their poems". (2) Used for introduction or biography.

For example, "So and Lu Su went to Sun Quan", "Liu Jingting, Yang's Taizhou people". (3) said that the people who are detested and despised.

Such as "Unfortunately, Lv Shimeng constructed in front of the evil, Jia Yuqing offer flattered in the back". Called the word ancient people named at a young age, adult (male 20 years old, female 15 years old) to take the word, the word and the name have a meaningful connection.

The word is to make it easier for others to say, for the generation or generation to say word out of courtesy and respect. Such as Qu Ping for Qu Yuan, Sima Qian for Sima Zi long, Tao Yuanming for Tao Yuanliang, Li Bai for Li Taibai, Du Fu for Du Zimei, Han Yu for Han retreat, Liu Zongyuan for Liu Zihou, Ouyang Xiu for Ouyang Yongshu, Sima Guang for the title of the name of the number is also known as the alias, the table number.

The fundamental difference between the name, the word and the number is: the former is taken by the father or honored, the latter is taken by themselves. No., generally used only for self-proclaimed, in order to show some kind of interest or express some kind of emotion; to the person title is also a kind of honorific.

Such as: Tao Qian number five called posthumous ancient princes and generals, senior officials, famous scribes, etc. After death was added to the title called posthumous. Such as Tao Yuanming for Jingjie Zhengshi, Ouyang Xiu for Ouyang Wenzhong Gong, Wang Anshi for Wang Wen Gong, Fan Zhongyan for Fan Wenzheng Gong, Wang Ao for Wang Zhongsu Gong, Zuo Guangdou for Zuo Zhongyi Gong, Shi Kefa for Shi Zhonglie Gong, Lin Zexu for Lin Wenzhong Gong.

And called the traitor Qin Hui Mu ugly is a "bad posthumous". The name of the fast refers to the fast or room number to call.

For example, the Southern Song poet Yang Wanli's lent is called Chengzhai, and people call it Yang Chengzhai; Yao.

2. Mr. Wang Li's General Knowledge of Ancient Chinese Culture which version is good

General Knowledge of Ancient Chinese Culture

Author: Wang Li Editor-in-chief

Publisher: Renmin University of China Publishing House

Year of Publication: 2012-3

Number of Pages: 116

Pricing: 19.80 yuan

Binding: Paperback

Series: Wang Li Album

ISBN: 9787300152066

General Knowledge of Ancient Chinese Culture is a classic monograph on ancient Chinese culture written by Mr. Wang Li. The General Knowledge of Ancient Chinese Culture is divided into fourteen topics: astronomy, calendar, music, geography, officialdom, imperial examinations, names, rituals and customs, patriarchal law, palaces, carts and horses, food, clothing and accessories, and articles.

3. General Knowledge of Ancient Chinese Culture

General Knowledge of Ancient Chinese Culture is a part of the textbook of Ancient Chinese (the general part of the eighth and ninth units), which was commissioned by the Ministry of Education to be edited by Prof. Wang Li in 1961. The original basis for the manuscript of Ancient Chinese was the Lecture Notes on Ancient Chinese of the Chinese Department of Peking University in 1959. The Lecture Notes were divided into three parts: Selected Writings, Common Words, and General Theory, and were written by Mr. Wang Li, Lin To, Tang Zuofan, Guo Xiliang, Cao Xianmew, Ji Changhong, Zhao Keqin, and Chen Shaopeng of the Department of Chinese Language and Culture of Peking University. The Ancient Chinese Language, based on this lecture, was substantially added to, deleted from, and rewritten in four drafts, but the style and basic content of the lectures were inherited. According to the commission of the Ministry of Education at that time, the writing group for the revision of the lecture notes was also divided into three parts: Selected Writings, Common Words, and General Introduction. The authors of the general part were Mr. Ma Hanlin (Nankai University), Mr. Guo Xiliang (Peking University), and Mr. Zhu Minchu (Lanzhou University). At that time, each manuscript was discussed within the collective writing group, circulated outside the group (i.e., Xiao Zhang and Xu Jialu of Beijing Normal University, Liu Yizhi of Renmin University, Zhao Keqin and Ji Changhong of Peking University), and finally finalized by the editor-in-chief, Prof. Wang Li. This final draft was a fundamental change from the first two drafts of Ancient Chinese. After the finalization, Mr. Ding Shengshu, Mr. Zhu Wenshu, Mr. Hong Cheng, Mr. Yin Menglun, Mr. Lu Zongda, Mr. Zhang Qingchang, Mr. Feng Zhi, Mr. Wei Jiangong, Mr. Jiang Liangfu, and Mr. Ye Shengtao all reviewed the text and made written corrections, with Mr. Jiang Liangfu and Mr. Ye Shengtao making the most significant corrections. 1980 and 2004 saw the second and third major revisions of the book under the auspices of Prof. Wang Li and Prof. Guo Xiliang respectively. 2008 saw the publication of a new edition by World Book Publishing under the auspices of Prof. Wang Li and Prof. Guo Xiliang. In 2008, World Book Publishing Co. asked American sinology expert Lewis Eden to make a comprehensive fourth revision of the manuscript on the basis of new discoveries in recent archaeology and historiography.

4. General Knowledge of Ancient Chinese Culture After Reading

General Knowledge of Ancient Chinese Culture After Reading Because I am doing the research on the topic of "Research on the Rational Use of Festivals and Cultural Resources in Language Teaching", I have recently come into contact with more books on traditional culture, Chinese and foreign cultures, festivals and other similar books, and I'm particularly interested in traditional culture, so I opened the book "General Knowledge of Ancient Chinese Culture", which was edited by Wang Li. Ancient Culture General Knowledge" this book, wandering in the book, a lot of fun.

Reading a book on traditional culture is generally boring and obscure, and there are even a lot of rare words that I don't know what they sound like and what they mean. This book involves astronomy, geography, food, clothing, housing and transportation, traditional culture covers a wide range of needless to say, and the writing style is funny and witty, beautiful illustrations, illustrated, interspersed with stories, literature, etc., with relevant notes, read do not feel tasteless and esoteric, easy to understand, interesting.

The illustrations in the book, either on the utensils, or on the building, or on silk ...... lines clear, real and palpable, touch up as if these fine products in ancient China to do the most intimate contact, can not help but feel the beauty of the traditional culture and heavy. The introduction of the book is a series of questions "Do you know the famous Simuwuding have a false ear? Do you know that Meng Jiangnu's surname is Jiang, not Meng? Do you know what the oldest concentric knot is like? Do you know the truth of the yellow emperor war Chi You?" ...... really want to be a learned, cited teacher, if really in language teaching, when necessary, these knowledge, stories, literature at your fingertips, extended references, my classroom must be quite popular it.

As a language teacher, it is necessary to draw on a wide range of knowledge to improve their own literary culture, in order to give students the best literary penetration.

As a language teacher, you need to learn about many aspects of literature in order to give the best literary penetration to your students.

For example, the Mid-Yuan Festival is a very important festival for the Chinese people to worship their deceased relatives, and it is also known as the "Bon Festival" or "River Lantern Festival". It is also known as the "Bon" or "River Lantern Festival", which is a translation of the Sanskrit word that originally meant "salvation from suffering".

This story is related to the story of Megane, the hero of the Chinese folk opera Meilian, who saved his mother. Legend has it that after Meilian, one of Shakyamuni's ten disciples, achieved divine power, he wanted to realize his parents in order to repay them for the kindness of his birth and upbringing.

As a result, the food he gave to his mother turned into coals of fire as soon as he handed it to her. The Buddha said that every year on the 15th day of the 7th month, which is the Buddha's day of rejoicing, we should gather the power of the Buddha, Dharma, and Sangha and transcend our parents of seven lifetimes.

There is more to this story than meets the eye. In fact, most people within the Buddhist community believe that the Bon story is about the transformation of Hinayana Buddhism into Mahayana Buddhism.

In fact, there are many ancient Chinese literary works, especially poems and novels, that depict the Chinese New Year Festival. As a traditional festival to send condolences and pray for the blessing of deceased relatives, the festival has an even longer history than the Qingming Festival, and its significance is no less than that of the Qingming Festival.

It has been included in the Intangible Cultural Heritage in the category of Folklore Programs, and there are different folk activities in different places, and similar traditional festivals such as the Shangsi Festival and the Cold Clothes Festival. Taking only the Mid-Yuan Festival as an example, the use of cultural resources about festivals in language teaching needs to be sifted, extracted, compared and discarded.

Negative ideas about festival culture are dross and need to be discarded, while the poetic culture, philosophical ideas, and meaning of the festivals are the essence and can be retained as appropriate. Different resources of the same festival need to be thoughtfully considered to find the right entry point; cultural resources of different festivals also need to be compared and discarded.

It depends on whether such festival cultural resources are necessary, meaningful and positive in language teaching. This is a proposition for long-term research and reflection.

I read the "General Knowledge of Ancient Chinese Culture", rather than research, more like a "literacy", the Chinese traditional culture is profound and deep, profound meaning, the real sense is not a half-evening thing. Understanding unknown areas or areas in which one is not proficient is a process of self-learning and cultivation.

To read more, to discover more, to know more, is only to hope that there is value and use in specific teaching practice or subject research. This is a responsibility that needs to be adhered to.