论文部分内容阅读
读《中学语文》七九年第一期《我对“硕鼠”一词的理解》,觉得铜僧同志的训詁方法值得再完善一下。语文教材里古文比前增加,研究训詁很有必要,愿借《中学语文》园地向各位求教。铜僧举了两个释义。其中《尔维新义》“,天蝼”并没有说明硕鼠即是蝼蛄,所以只剩下《古今注》一个释义,即“蝼蛄,一名天蝼、一名/、一名硕鼠”。铜僧没有举出“蝼蛄即硕鼠”的例证。词书的释义,特别是多义的释义,只是一种可能性,它需要用例证来证明其释义确是适合。诚然《古今注》有蝼蛄一名硕鼠之说;但硕鼠却仅是蝼蛄的别名。如同蜗牛,在北京,因为气候干燥雨天才出来活动,所以北京俗称它“水
After reading “My Understanding of the Word ”Music Rat“ in the first issue of ”Chinese in Middle School“ in 1979, I feel that Comrade Gong’s exhortation method deserves further improvement. The ancient texts in Chinese language textbooks have increased more than before. It is very necessary to study the exegetics. We would like to ask for advice in the ”High School Chinese Language“ garden. The bronze monk cited two definitions. Among them, ”The new meaning of the word“, ”Scorpio“ does not mean that the rat is a skull, so there is only one interpretation of ”Ancient and Modern Note“, that is, ”Hey, a Scorpio, a /, a mouse.“ The gong did not cite the example of ”a rat is a rat“. The definition of a word book, especially the definition of polysemy, is only a possibility. It needs to use examples to prove that its interpretation is indeed suitable. It is true that ”Ancient and Modern Note“ has a saying of a giant rat; but the giant rat is only an alias for the ape. Just like snails, in Beijing, because of the dry and rainy weather, they came out of Beijing, so Beijing used to call it ”water."