Chapter 804 "Chinese Pinyin"
In fact, there was also Pinyin teaching in ancient Chinese teaching, but at that time, Latin letters were not popularized, so the direct notation method or the fanqie method was used.
The difference between this method of notation and modern Chinese Pinyin is that it must first memorize common characters by rote, and then use common characters to annotate the unknown characters. The ancient enlightenment teaching is the Three Character Classic, Thousand Character Classic, etc. Basically, after memorizing all of these, you can use these characters to annotate the new characters to learn new characters.
In simple terms, the whole process is to learn characters first, then learn Pinyin, while the teaching method of modern Chinese Pinyin is just the opposite, first learn Pinyin, and then learn characters based on Pinyin.
In ancient Pinyin teaching, the direct notation method is similar to the way some modern students like to use Chinese characters to annotate English words when learning English. For example, the word for apple is annotated as "aipao", and the word for orange is annotated as "aorunjuice".
The same is true in ancient Chinese. When students learn a new character, such as the Chinese character for doctor, the teacher will tell them that this character is homophonic with "一". When learning "武", it is noted that it is homophonic with "五".
But these are basically monosyllabic Chinese characters. When encountering Chinese characters composed of two sounds, the fanqie method must be used.
The fanqie method is similar to the modern double pinyin, which is divided into upper and lower characters. The upper character represents the initial consonant and the lower character represents the final vowel. For example, the character Chang in Changsheng is pronounced as "尺良". The chi takes the initial consonant ch in the front and the final vowel ang in the back. The two characters together are changchang.
There are many different opinions about the origin of this fanqie method. There is no clear record of where it came from, but it is true that it appeared in the Han Dynasty. Of course, some people in the Song Dynasty said that it was brought from the Western Regions, but some people refuted that China had two-syllable characters before the Song Dynasty. How did our ancestors learn Chinese characters before that?
Each theory has its own merits, and in the end there is no conclusion, but one thing is certain, our ancestors were really smart.
However, this method of fanqie has undergone several improvements, but it still has certain limitations, and is not as clear and standard as the modern pinyin that uses phonemes to annotate Chinese characters.
The first person to use letters to annotate Chinese characters and publish a book was in the Ming Dynasty, when the Western missionary Matteo Ricci invented the Latin alphabet and creatively came up with 26 initials and 44 finals. Then another missionary, Nicolas Trigault, officially published a dictionary similar to a dictionary with letters annotated, called "Western Confucian Ears and Eyes", but it was not popularized, but it had a great influence on the future. It was not
until the late Qing Dynasty and the early Republic of China that the phonetic method that was more like modern pinyin appeared. Later, after further improvements, it became the pinyin that was popularized after the founding of the People's Republic of China.
At present, the Han tribe has not published a formal dictionary. The teaching of Chinese characters depends entirely on word of mouth from teachers. The teacher points to the new character and tells the students how to read it, and the students follow how to read it, but most of the time, the direct annotation method is still used more often.
Sometimes Luo Chong also read some family letters from soldiers, and even reports written by officials to themselves, which often contained typos. Most of them were because they forgot how to write a word, and then found a homophone to replace it. This is the essence of the direct annotation method, using homophones to replace sounds.
Luo Chong did not want to follow the old path of his predecessors and use the backward fanqie method. No matter how the fanqie method was improved, it had limitations. There were so many Chinese characters, it was impossible to find the right Chinese characters to do the fanqie pronunciation, and the characters used for the fanqie pronunciation must be common characters. Otherwise, if you use two more obscure Chinese characters to annotate the pronunciation, people would not recognize them.
Another major drawback is that the fanqie method cannot indicate the tone, which is quite embarrassing, so Luo Chong prepared to directly launch the element pinyin, which is the modern Chinese pinyin composed of 26 letters and four tones.
Although there are more initials and finals, it is still very simple to memorize 26 letters by rote. In addition, the students in the school already have the basics of recognizing and writing, so it is relatively fast to teach them.
Luo Chong planned to use this winter to teach Pinyin to the students in the four existing schools in the Han tribe, and then let them teach in various places in the spring of next year.
This process is not very complicated. Just like when we first started teaching Chinese characters, we first taught some people and then let them teach and popularize it.
In this way, Luo Chong first asked people to print the textbook "Chinese Pinyin" written by him. Anyway, there was not much content in total, and it was only as big as a booklet. It was more convenient to print it with a woodblock, and pictures could be printed on paper together to increase students' interest in learning. It was a Pinyin booklet for quick literacy.
Then he called the teachers of the school together for intensive teaching. He used the evening time to give the teachers three Pinyin classes every day, and let the teachers teach students during the day.
The teachers of the four schools took turns to come to Hanyang City to learn Pinyin, and it took more than a month to teach almost all the Pinyin classes.
At the same time, during the teaching process, Luo Chong was also paying attention to the front line of Takumi County, the station of the Takeshima Mission, and the defense deployment of the Xin tribe.
During this period, Luo Chong kept in frequent correspondence with various places in the south. There were letters almost every day, either the intelligence of the Xin tribe provided by You Zhi or the progress of the military training in Takumi County. At the same time, the materials in the rear were also mobilized in batches, including weapons and armor of the two newly formed guard posts, as well as consumables such as gunpowder, shells and arrows.
The cargo ship arrived at the port and directly moored at the Takumi County dock to be used as a troop transport ship.
Finally, in the early thirteenth month of winter, Luo Chong seized the opportunity to start a war.
It was a piece of intelligence sent by You Zhi and Shou Ya respectively, but the content was the same. The main information on it was that the last season of grain in Takeshima this year was ripe and was being harvested.
Upon learning the news, Luo Chong immediately issued a combat order. All the front-line land and sea forces, a total of eight guards, immediately assembled and boarded the ship. From the day the mission landed at the station, they immediately began to attack according to the established plan. After occupying the territories of each county, they implemented comprehensive military control. The commanders of each guard were responsible for military affairs and public security, and the military commanders were responsible for logistics, people's livelihood, and politics. During the battle, they reported the battle situation every day, and the orders were issued
to each department and took effect immediately. After issuing this combat order, Luo Chong also gave orders to Shouya separately, asking him to prepare to welcome the army and always pay attention to the dynamics of the enemy troops around the station.
Then he gave an order to You Zhi. From the moment he received the order, all intelligence about the Xin tribe was in duplicate, and one copy was sent to himself and Xue Tu at the same time, so as not to miss the opportunity.
The order to Dashu was to instruct him to coordinate the logistics supplies for the army in Tuohai County.
At the same time, the commander of the Fubowei Navy, Shu Da, was ordered to command all participating ships and undertake the combat tasks of transporting troops, logistics transportation, and coastal fire support.
After thinking it over carefully and finding that nothing was missing, Luo Chong finally felt relieved.
In this way, Zhudao belonged to the Han tribe.
(End of this chapter)
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