Introduction: Today's Criticism on Chinese Textbooks for Primary Schools

Save the Children: Criticism of Chinese Textbooks for Primary Schools written by Cai Chaoyang, Guo Chuyang and Lv Dong lists in detail the toxins in the three most widely used Chinese textbooks for primary schools: People's Education Publishing House (PEP), Jiangsu Education Publishing House (su) and Beijing Normal University. They talk more about maternal love and mother image in Chinese class. They think that the maternal love and the image of the mother in the article are unhealthy, and they rarely see the mother in real life. "For example, the water in the Soviet version, the agarwood to save the mother, and the children at the toy counter in the People's Education version, the image of the mother is mostly unhealthy and the family atmosphere is depressed. People's Education Edition, two diaries, watching TV, Beijing Normal University Edition, flowing pictures, maternal love, etc. The mother inside is morally perfect and unreasonable. " Cai Chaoyang said.

In the book, they also believe that there are four main problems in the current Chinese textbooks for primary schools: first, the content does not conform to history and common sense, such as the People's Education Edition "Edison Save Mom"; The second is to stifle children's nature, such as the Soviet version of "Who should the mushroom be awarded"; Third, the idea does not conform to modern concepts, such as the People's Education Edition "Mom's Bill"; Fourth, adapt classic works at will, such as Young Wang Mian published by Soviet Union and Little Girl Unwilling to Grow Up published by Beijing Normal University. As for the "three noes" articles with no author's name, no source and no publication time, they are everywhere. Cai Chaoyang said that they want to appeal to the society through this book: "Save the children!"

"Edison Save Mom" tells the story that when Edison was 7 years old, he used the principle of reflecting light from a mirror to let a doctor do appendicitis surgery for his mother at home. The earliest discussion about appendicitis surgery was in 1886. Edison was born in 1847, and he was 40 years old in 1886. In other words, Edison could never have appendicitis surgery when he was a child.

Father and son in the earthquake tells the story of a father who rescued his son at school in the earthquake in Los Angeles. The beginning of the text is like this: "A beautiful three-story teaching building has been in ruins after the 1989 Los Angeles earthquake", but there was no earthquake in 1989 Los Angeles. In the textbook printed in June 2004, the beginning of the text was changed to: "1994, there was a big earthquake in Los Angeles, USA" 1994 17. There was an earthquake in Los Angeles, USA, but the local time was 4: 3 1 at the time of the earthquake. In the textbook printed in June 2005, the beginning of the text was changed to: "One year, there was a big earthquake in Los Angeles, USA."

The only regret of the classic fairy tale "Little Tadpole Looking for Mother" is that primary school students will be a little confused when they see this mother leaving her child behind and let her go through all the hardships to find it.

The article "Crow Feeding Back" tells the story of crow feeding back in the form of witnesses, and then biology proves that crows don't have this habit.

Viewpoint: Chinese textbook is not only a tool to impart Chinese knowledge and cultivate Chinese ability, but also a carrier of humanistic spirit. Chinese textbooks for primary and secondary schools reflect the cultural background of a nation.

First, a historical review of the arrangement of junior high school Chinese textbooks

As early as the beginning of the 20th century, Pang Xiangxun's My Experience in Chinese Teaching in Middle Schools (Chinese Monthly No.25 1934) and Song's Opinions on Improving Chinese Textbooks in Middle Schools (Chinese Education No.4 19193) criticized the unsystematic arrangement of Chinese textbooks. There is no system ","In the past, Chinese textbooks were mostly unsystematic, teaching one lesson at a time, and then a paper, a travel book, a biography, a poem and a novel ".

Attribution analysis: for the new education born out of the old education, the textbooks of other disciplines can copy the foreign practices, but Chinese can't. We can't copy the laws of advanced countries, and we can't find the context ourselves. Such textbooks are naturally responsible for the stagnation of teaching practice, and it is inevitable to be criticized.

There are two ways to arrange the content of Chinese textbooks:

(1) Theoretical arrangement: completely according to the system of the discipline itself.

(2) Psychological arrangement: an arrangement method that depends entirely on students' experience and interests.

Now described as follows:

(A summary of the theory

1, arranged in reverse chronological order

Representative textbook: A Chinese Reader for Middle Schools 1908, edited by Lin Shu and published by Commercial Press.

Arrangement: from near to far, from shallow to deep, step by step.

Advantages: A can help students understand the changes of literature and academic thoughts in the process of tracing back to the source.

B A certain knowledge of literary history is helpful for understanding the works.

Disadvantages: it is not easy to determine the difficulty.

2. Arrange according to the genre of the article

Representative textbook: edited by Wu Dunsheng and Zheng Cichuan, 1924, A Reading Book of Putonghua for Senior High Schools with New Academic System published by the Commercial Press.

Finishing: It can be divided into eight categories: comments, speeches, prefaces, narratives, letters, novels, short plays and poems, all of which can be recited by people.

Advantages: A is easy to write. Stylistic arrangement, which "aims to compare the same kind, makes it easy for students to understand the similarities and differences of literary techniques" and helps students to follow the standardized style of writing, that is, "style".

B it's good for reading. Reading also needs stylistic thinking. Although there is no fixed body, there is one in general.

Disadvantages: A style is often difficult to classify.

B articles with the same style may be different in difficulty, which is not conducive to teaching together.

Step 3 arrange by theme

Representative textbook: The New China Putonghua and Chinese Textbook published by Zhonghua Book Company, edited by Zhu, 1928- 1929.

Arrangement: The book does not adopt the form of unit composition, but arranges similar topics together. For example, 1-3 class is studying; The theme of lessons 4-6 is justice; The theme of lesson 16- 19 is parting; The theme of lesson 265438 is war.

Advantages: A is convenient to arouse learning interest and stimulate research motivation.

B easy to understand various stylistic features and promote writing and reading. Different authors adopt different literary forms around the same issue, so learning not only increases students' interest in the content, but also triggers their motivation to study this issue in depth, and also allows them to understand the methods of literary expression through the comparison of various literary styles.

Disadvantages: A is not clear about the basic attributes and main tasks of Chinese subject. Xia Mianzun and Ye Shengtao think: "Combine several ready-made articles with similar contents in ancient and modern times, and focus on family and patriotism." . This method, on the one hand, violates the scope of civil rights, on the other hand, it also loses the status of Chinese course. Song believes that this arrangement can easily lead teachers to turn Chinese classes into social problems research classes during class hours.

B does not meet students' interests and needs.

C Sometimes the topic is too detailed and complicated. Some textbooks divide the landscape into two units: peach blossom and plum blossom.

4, according to knowledge and skills.

Representative textbook: Chinese Course 108, edited by Xia Mianzun and Ye Shengtao, published by Ming Kai Bookstore 1935.

Arrangement: The whole set of teaching materials is divided into 108 lessons according to the knowledge system of article learning, and each lesson is a unit with a certain goal, including writing, selected works, grammar or rhetoric, and learning questions, which are integrated into one. Master the knowledge and skills of writing and reading.

Advantages: clear goals. In order to "give China art science and sweep away mysterious and general concepts", we should systematically learn the knowledge in the form of articles.

System b is complete.

Disadvantages: A overemphasizes the learning of speech forms. Formal learning is bound to accompany and need to be completed through content learning.

Too much emphasis on the single function of the selected text. Any selected text has a variety of teaching functions. Emphasizing one function and compiling teaching materials may cause the loss of other functions and weaken the value of other aspects of the selected text. Moreover, editing articles of one's own choice often fails to play its preset function.

Excessive pursuit of the integrity of knowledge and skill system. The author of Chinese 108 also said: "One of our own shortcomings is that we are too strict and systematic." It is doubtful whether this order of knowledge and skills of China people conforms to the order of development of China people.

(B) summary of psychological arrangements

It is not easy to judge the shallowness, profundity, complexity and simplicity of literature and art, and there is often the abuse of "different people have different opinions" according to subjective intuition.

-Zhou Yutong's suggestion on Chinese curriculum and textbooks for ordinary middle schools (Journal of Pedagogy, Vol. 1922,No. 1 issue).

Ruan Zhen's "Research on Chinese Textbooks for Junior Middle Schools (II)" (Educational Research,No. 1929,No. 16) puts forward that the difficulty of selecting texts can be judged from four aspects and the standard of 13.

Standard of sentence

1. The closer the words and sentences used in this paper are to modern popular languages, the shallower they are; The farther away, the deeper.

2. The depth of quoting classic and previous generation or ancient idioms or original texts depends on the difficulty of quoting.

3. Judge the depth of grammar according to the annoyance, simplicity, flatness, elegance and vulgarity of sentence structure.

Content standard

1, the facts contained in the article are shallow and deep, which may arouse students' imagination.

2. The ideals contained in this paper are shallow and deep, which is convenient for students of a certain age to judge and comprehend.

The feelings contained in the article are shallow and deep, depending on whether students of a certain age have had similar experiences.

artistic criterion

1, the level of the article is clear, and the pen is used less; The structure is complex, and there are many adventures and changes with the pen, which is very deep.

2. The style of poetry is shallow; High style and deep ancient style.

3. The artistic expression is clear and easy to find is very shallow; The meaning of words is implicit and not easy to find.

Artistic conception standard

1. Fairy tales, stories, fables, myths and ballads are suitable for primary school students' fantasies, and those who are interested in psychological development at that time are the shallowest.

2. Note: Travelers have a strong memory, and those who are interested in describing their words and deeds are second to those who can be imagined by students' life experience.

3. Description and discussion must be based on profound life experience and theoretical analysis, followed by analysts.

4. The philosophical background of literature and art is the most profound academic method of thesis or textual research.

Second, thinking about the arrangement of junior high school Chinese textbooks

(A) the recent new trends in the study of Chinese textbooks

1. Textbook compilation types include selected text, knowledge-based, active and practical. Some people put forward the idea of compiling enlightenment teaching materials.

2. The Exploration and Enlightenment of the Construction of Chinese Textbooks for Primary and Secondary Schools in the New Period (Zhou Qingyuan and Hu, Hunan Education Chinese Teachers Edition,No. 10, 2008) holds that three pairs of relations should be handled well in the future.

3. A new probe into the construction of Chinese teaching materials-try to talk about communication (I) (Wang Rongsheng, Zheng Guihua, Shanghai Education Press) puts forward a new idea of compiling teaching materials: 1, and the teaching materials should provide more practical course contents; 2. Textbooks should make the teaching content concrete through the use of various resources and Chinese practice activities; 3. Textbooks should provide a relatively complete scheme design, which teachers can use as the basis for teaching.

4. The article Five Dimensions of Chinese Textbook Selection (No.10a, Chinese Teaching Newsletter, 2008) puts forward five principles of Chinese text selection, namely, Chinese literacy, students' stand, exemplary spirit, openness and the flavor of the times.

5. The theme component model is hotly discussed, and the voice of building a capability system is rising.

"Chinese Teaching Calls for Textbook Systematization" (Chinese Teaching Newsletter, No.5a, 2009) points out that all the "theme" units in the current textbooks seem to be unified, but in fact their meanings are irrelevant and the knowledge points are entangled.

Wang Shirong thinks that instead of designing Chinese textbooks with the formation of Chinese ability, it is better to design Chinese textbooks with "emotional attitudes and values", which is at least more suitable for Chinese teaching. (On the Compilation and Use of Chinese Textbooks for Senior High School, Chinese Monthly Academic Comprehensive Edition, No.3, 2009)

Exploration of Chinese Textbook Arrangement in the New Century (Curriculum, Textbook and Teaching Method, No.5, 2009) points out that juxtaposing "theme" and "situation" as the elements of the arrangement unit can build a Chinese textbook arrangement that is more in line with the law of Chinese learning.

(2) Discussion topic

1. What do you think of the current arrangement system of Chinese textbooks?

2. How to treat the meaning and value of the unit?

3. How to integrate writing, comprehensive study and grammar. Selected textbooks for entering the text?