Chinese colleagues have been exploring the way out for Chinese education. In the past 30 years, there have been countless publications on Chinese, and there are even countless articles on the diagnosis and treatment of diseases in Chinese teaching with traditional, modern and even the most fashionable theories. But Chinese is still very ill. In the past 30 years, many educational reformers have emerged in China, and many models and schools have been established. However, it has solved many classroom problems at the micro level, reflected the lack of reading and writing of Chinese textbooks at the macro level, and fundamentally solved the problem of low efficiency in Chinese teaching. Perhaps people have overlooked the most important point, that is, the relationship between Chinese characters, Chinese and China culture. At present, the popular text analysis teaching method is imported from the west, and decades of teaching practice has proved that it is not suitable for China's national conditions. Chinese education in China should follow the tradition of mother tongue education and attach importance to accumulation, perception and application. Return to the tradition of accumulating recitation, read more and write more; Carry out the recitation item in the new curriculum standard, the spirit of "doing less questions, reading more books, and advocating reading the whole book", the quantitative requirements of extracurricular reading and the number of words required for extracurricular writing exercises, and put the traditional extracurricular reading and extracurricular writing exercises in the classroom. As for the choice of teaching mode and method, as long as it can stimulate students' interest and guide them to read more books, I can use it at all times and in all countries.
First, the law of Chinese learning is to read more and recite more.
Why should education in China emphasize accumulation? "Draw inferences from three examples". Because language ability is formed by accumulating "three" (meaning many), students can ruminate "one" and form "one" in their language ability and literacy. "If you are familiar with 300 Tang poems, you can recite them even if you can't write them", "Reading is like breaking thousands of volumes, and writing is like a god". A lot of research, practice and common sense tell us that the law of language learning is precisely "draw inferences from others". Chinese learning is not very similar to science, mathematics and physics learning. For example, we can "give one example", "pour three examples", "give fewer examples" and "win more". Language learning is often "three examples" and "one inverted", so without a lot of reading accumulation, malnutrition will occur.
In addition to reading accumulation, you need to recite. Mr. Hong once put forward the principle of "submit to humiliation". If you can accumulate rich poems and recites in primary and secondary schools, then when you are an adult, you can easily express your meaning and follow the words smoothly. It seems that teachers don't speak Chinese well, but read more extracurricular books. Read more and remember more, and your Chinese level will be much higher than others. Dr. Wang Caigui from Taichung Normal University advocates reciting the Four Books and Five Classics before the age of thirteen. He thinks that this method can not only improve children's language literacy, but also develop and enhance their wisdom and cultivate their sound personality. Masters such as Lu Xun, Zhu Ziqing, Lao She, Xu Zhimo, Qian Zhongshu, Shen Congwen, Lin Yutang and Liang Shiqiu all grew up with ancient books. These phenomena deserve our reflection on Chinese teaching. In traditional China education, students are the masters of the classroom, teachers are the instructors and supervisors, and students' main homework is reading and reciting. Teachers are easy to teach and students are easy to learn. But a few years later, they not only entered the door of China culture, but also naturally "learned" the kung fu of using language and characters. In contemporary education in China, teachers are the protagonists and students are the supporting roles. In class, the teacher takes up most of the time. In short, students sit in the classroom and listen. After class, teachers are tired of preparing lessons and approving homework, students are tired of doing problems, and both sides of teaching are burdened with heavy burdens, complaining about teaching and learning.
Therefore, to grasp the direction of Chinese teaching reform from a macro perspective, we must pay attention to accumulation, read more and recite more. The Chinese teaching reforms that have made breakthroughs in the past 30 years are all moving in this direction, with concrete and appropriate measures, and they can also be pushed forward unremittingly. Zhang Xiaochun's Great Chinese Education in the early 1980s, Zhao Qianxiang's Chinese Education and Human Development in the mid-1990s, Yan Tai's Mass Reading and Writing, Two-track Operation, and Dou Guimei's Three Transcendences can all effectively solve the problem of low efficiency in Chinese teaching. The same thing is that they pay attention to accumulation and can read and write more.
Second, Chinese learning should combine reading and writing, writing more and practicing more.
The whole idea of traditional education in China is to recite first, then lecture, and then write. The ancients praised the teaching position of writing, focusing on the cultivation of writing ability. "Writing" is the most important, and it is a concentrated expression of the comprehensive quality of Chinese. Language use is mainly embodied in "words". Compared with the contemporary Chinese teaching system, which focuses on reading and writing, traditional Chinese education emphasizes "application" and practice, and focuses on "writing", thus avoiding large-scale superiority.
In contemporary Chinese education, writing teaching is neglected, and only 6-8 compositions are written each semester. Although there are extracurricular writing exercises, most of them have not been implemented, and the amount of writing is too small to form skilled skills. Students regard writing as a fear, which has become a chronic disease in Chinese teaching. How to solve this problem? More practice is the main way. Chinese education masters all do this: Lu Jiansan, a special teacher in Zhejiang, requires students to write at least 30 compositions each semester; Shen Hengzhong, a special teacher in Shanghai, advocates that students practice calligraphy once a day; Wei Shusheng, a special-grade teacher in Liaoning, requires students to write 500 words every day. But how to make students have something to write, make them willing to write, and keep writing is the key to practicing calligraphy.
In order to make students write more and practice more, I designed a "self-organized anthology" extracurricular writing exercise in the mid-1990s. In order to give each student a chance to succeed and arouse the enthusiasm of all students to practice writing, students are required to bind a Selected Works with 16 blank paper every semester. From the cover design, masthead title, title page inscription and catalogue preface, students are required to design carefully and do it themselves. The cover and title of a magazine require high artistry, can reflect vigorous sentiment or healthy and meaningful interest, and has a distinctive personality style. Choose your favorite proverb as your motto on the title page and decorate it with necessary decorations. Design a catalogue in the form of novels, mark the contents and themes of the complete works with page numbers, mark the writing ideas in the preface, write out the goals and plans of practicing writing this semester, and write a postscript after one semester.
The content of the anthology is mainly divided into four columns: 1. Reading notes. Ask students to present the contents of their usual extracurricular reading in the form of reading notes. Second, read and write synchronously. This column cooperates with the reading unit of Chinese teaching materials and the classroom composition training point, focusing on the training of proposition and composition required sections. Third, once a week. This column requires students to pay attention to major events at home and abroad, inside and outside the school, inside and outside the family, or people and things that can shock their spirit, and express them through their own observation and thinking. Fourth, literary and artistic creation. This column mainly practices literary creation, and can write poems, essays, short stories, short plays, fables, fairy tales, science fiction stories and so on. Practice has proved that self-organizing extracurricular writing practice conforms to quality education and the spirit of current new curriculum reform, with remarkable effect and easy popularization.
"A lot of reading and writing, two-track operation" in Yantai, Shandong Province, and the class composition weekly report of teacher Guan Jiangang in Jiangsu Province are all typical examples of successful practice.
Third, internalize extracurricular reading and extracurricular writing, and implement the spirit of the new curriculum standard.
The experience and lessons of Chinese education show that putting a lot of time and energy into careful explanation and analysis and paying attention to the mastery and accuracy of laws and concepts will inevitably reduce and ignore students' Chinese practice and occupy students' time of reading, reciting and practicing pens. Chinese learning must have a certain accumulation, including language materials, article style, thoughts and feelings, life experiences and so on. At present, a poem is about one class, a novel and prose with thousands of words is about three or four classes, and there are so many twenty or thirty texts to learn in one semester 120 class. Some texts have been written, and many students are still stuttering. There is little time for reading, reciting and practicing in class. The large-scale and long-term loss of Chinese teaching has seriously reduced the Chinese literacy of young people and even the whole people.
The new curriculum standard is to correct this bias. It inherits the essence of traditional Chinese teaching and summarizes the experience of Chinese teaching reform for decades before re-examining the cultivation of language sense and focusing on accumulation. The new Curriculum Standard stipulates the requirements for reciting articles, the number of extracurricular reading and the number of words for extracurricular writing exercises.
These provisions in the new curriculum standard let us see the dawn of Chinese teaching. However, the new curriculum reform has been going on for seven or eight years. Except in a few places, except for a few teachers who dare to explore, they can recognize the above disadvantages, grasp the direction of reform from a macro perspective, use their own educational practice wisdom, take various effective measures, accumulate recitation, read more and write more. In most parts of the country, most Chinese teachers fail to meet the quantitative requirements of accumulating recitation, extracurricular reading and extracurricular writing.
How to carry out these spirits in the new curriculum standard? I advocate the internalization of extracurricular reading and extracurricular writing, and guide some young backbone teachers in our district to try in teaching practice. First, improve the efficiency of classroom teaching, try to let students read, feel and accumulate independently, and don't take up too much time to analyze and talk; Second, choose and arrange teaching materials. Each unit should choose one or two texts for intensive reading or guide students to intensive reading, and the rest should be skimmed or read by themselves after class. Three, at least two classes a week to organize students to read famous books or newspapers in a planned way, and use reading notes or other ways to practice writing.
In this way, effective time and concrete measures are used to ensure the implementation of the spirit of the new curriculum standard, and it also gives students time to accumulate, read and feel. At the same time, students' humanistic quality is formed by reading a lot of famous books.
The pioneers of Chinese teaching reform in various places have also made many successful explorations. For example, Han Xinge, a teacher from Weifang City, Shandong Province, used the method of "back-to-back reading, back-to-back reading" to let students learn two or four texts in one class hour and one textbook in two weeks. The rest of the class time leads students to search for books everywhere and keep reading and taking notes. The reading volume is more than 10 of the current textbook. Another example is the experiment of "Reading Famous Books and the Formation of Humanistic Literacy" in Yuwen Middle School (senior high school) in Jilin Province. The experimental class finished learning the textbooks before the mid-term exam every semester, and concentrated on reading the famous books and completing the reading report after the mid-term exam. Students read 10 classics for two and a half years, with an average reading of about 2 million words.
In short, it is clear that the direction of changing anemia and malnutrition in Chinese teaching is to accumulate recitation, read more and write more. We should explore and practice under the guidance of educational theory, learn from the successful experience of predecessors and peers, and absorb the achievements of educational reform in China, which is in the leading position in China. In this way, in the face of various modes and genres, we are neither "confused by flowers" nor at a loss; I am not confined to a corner, and I am also obsessed with the disabled. All kinds of models and methods can be used by me.