At the beginning of the book, article study's position in philology and Chinese education is expounded, and the relationship between article knowledge and ability and Chinese knowledge and intelligence is analyzed. It is pointed out that article education is the main task of Chinese education, and article study is the main theory guiding Chinese education.
Then, the book is divided into two chapters to discuss the relationship between article study and mother tongue education, including the relationship with the tradition of Chinese education in China and the trend of mother tongue education abroad. The next five chapters are about the relationship between literature and the goal of Chinese education. Including Chinese knowledge, intelligence, thought and aesthetic education. Then it discusses the relationship between article study and them from the aspects of textbook construction, educational evaluation, curriculum setting and teacher training.
Finally, the conclusion of "Comparing Chinese teaching in article study with that in Qi Fei" shows that the development of Chinese education calls for article study, and article study's growth is rooted in Chinese education, with convincing theoretical viewpoints and a large number of examples of special-grade teachers.
Generally speaking, the author of this book has a solid knowledge of article study and Chinese teaching. They are familiar with article study's theory in ancient and modern times, at home and abroad, and all aspects of China's education. For example, he has his own unique views on Chinese education evaluation and Chinese curriculum setting. It can be said that this book is a good book for applied scientific research in article learning, and it deserves to be called "required reading for Chinese teachers". As a Chinese teacher, I really need to study hard. Of course, uncritical acceptance does not conform to the dialectical view. Because this book is "unique in perspective and pioneering ..." (the postscript of the book is 474 pages), some of its viewpoints are still debatable.
Now I will talk about my personal understanding of reading this book in combination with my own work practice.
First, the unique perspective makes this book full of life.
An important topic in this book is how to understand the concept of "Chinese". In this regard, the book criticizes the traditional concept that "Chinese is language and literature". It is pointed out that "Chinese" should be "article study of language" (Introduction, page 5), and a lot of convincing arguments are used to prove this argument. From this perspective, the editor found that there are many problems in education in China, some of which are even serious. For example, the proportion of specialized courses in the Chinese Department of Normal University is seriously unbalanced, which leads to the wrong course orientation: "All the students in the Chinese Department of Normal University dream of being writers and literary theorists, but most of them don't want to be middle school Chinese teachers, and few of them aspire to be writers, essayists and educators." The book also slowly quotes the words of Mr. Zhang, a pioneer of contemporary article study, to further illustrate the seriousness of this problem: "Normal colleges, secondary normal schools and other schools that train primary and secondary school teachers must have courses in article study, knowledge and training in article study, so that students can be competent for their jobs. We should put forward such a slogan: article study's curriculum must compete with literary theory and literature! This is not our subjective idea, but an objective need. In other words, normal schools can't just have an introduction to literature. Only an introduction to literature is divorced from reality. As teachers, most of them teach articles every day, and the school doesn't study articles. Isn't this divorced from the reality of middle school? (Introduction to article study, page 8, Hubei Education Press, annual report 1985, 10 edition)
Looking back on my experience in normal schools and my work practice in recent years, I feel that Mr. Zhang's words really hit the nail on the head in the training of Chinese teachers in normal universities. At that time, we basically didn't systematically study the knowledge of learning articles in school, especially the knowledge of composition teaching, and we dreamed of being writers. After work, I found that I need to explore a lot in practice and then sum up my own experience. There are many successful experiences in practice, but due to the lack of theoretical guidance, there are also many detours. Come to think of it, Garro's article learning knowledge is solid and rich, and this kind of detour may be much less. Take my own teaching of social Chinese as an example. Let them learn couplets and run newspapers. Later, I instructed everyone to create stories and novels, introduced pictures into compositions, and created situations for students to write. Of course, these have achieved good results. However, these methods were all explored by themselves, and it took five or six years to perfect them. If I had studied article study's theory, Mr. Wang's "Great Chinese Education" and Mr. Yao's "Great Chinese Teaching Method" in the normal school, I might get twice the result with half the effort.
Back to article study and Chinese Education, from the perspective of Chinese, that is, Chinese article study, the book also puts forward many constructive new ideas for curriculum development. For example, the view that "college Chinese courses should be divided into lecture courses and article learning courses" and the view that the letter structure of Chinese courses with three pillars of "Chinese, articles and literature" should be established. These viewpoints are connected with teaching practice and have high research value and maneuverability, which reflects the editor's forward-looking vision of literature curriculum reform.
Second, a solid theoretical foundation, rigorous and orderly exposition.
The main content of article study and Chinese education is about the relationship between article study and Chinese education. After reading each chapter, we can deeply feel the author's in-depth study of article study and Chinese education knowledge involved in this chapter. For example, in the second chapter, "Mother tongue education in article research and development trends abroad", the author is familiar with mother tongue education and article education in Japan, the United States, France, Germany and Russia. This provides a convincing theoretical basis for us to study foreign articles. In the two chapters of "Learning Articles" and "Chinese Intelligence Training", we can see the author's in-depth theoretical accomplishment in educational psychology. In-depth research on the methods of thinking ability training and the experiments and discussions in this field. Many of these theories are just ignored by our current educational practice. For example, the procedure of composition training quoted by Mr. Zhu Guangqian in his book is worth tasting. Teacher Zhu said: "As a beginner in writing, you can take your time in reasoning and romance. The rest is only narrative and painting ... both narrative and painting are well done, and many other styles are easy to solve ... I worked hard on external events, and then I gained proficiency. (Writing Practice, Collection of Candlelight Money, Volume II, page 282) Teacher Zhu's exposition conforms to the law of students' emotional development and the reality of students' composition. But in fact, there have been many writing requirements for reasoning or "emotion" (lyricism) in primary school Chinese education at this stage. Such as writing "thoughts after reading" and some propositional compositions, such as "Teacher, you have worked hard" and "Mom, I sent you a bunch of flowers". Most of these topics are the feelings that it is difficult for fifth-grade primary school students to express in place. I think it's better to have fewer topics in this case. Many of our current students are afraid of writing, but in fact many of them are bound by some forms. Writing a composition is one of the most creative jobs, which is most conducive to cultivating innovative spirit. He asked the author to enjoy full freedom and say whatever he wanted. So I am particularly afraid of bondage. Form is sometimes a heavy shackle. If it is overemphasized, it is difficult for even adults and writers to write good works. For eight or nine-year-old children who have just learned to write a composition, if we emphasize the form and tell them how to write, how not to write, how good and how bad ... it is tantamount to putting heavy shackles on students, making them feel terrible and difficult in writing, thus losing their confidence and interest in writing. Faced with various demands, they don't know what they are talking about, and their writing is difficult and insincere. There are even dual personalities: "composition personality and real personality." "In the face of life, they are innocent, innocent and have true personality. In the face of composition, they should not only reflect their social roles, but also try their best to reflect the social language given to them by teachers, textbooks and social norms, but lose their real life language. This is the composition personality.
Fortunately, the new Chinese Curriculum Standard pays attention to these problems. Starting from the second period, it is proposed that one of the goals of the exercise is to "write down what you see, feel and imagine in an informal way, and pay attention to expressing what you find novel and interesting or most impressive and moving." According to this goal, teachers can carry out Chinese teaching experiments informally. Let literature communicate with other disciplines, let Chinese go to society, and let society integrate into Chinese. Hold debates, conduct social surveys, write surveys, interview reports, etc. Should become an important teaching content of Chinese in primary schools.
Third, it has strong guidance and is a good assistant for learning Chinese teaching methods.
When discussing the nature and position of Chinese curriculum, Chinese curriculum standard points out: "Chinese curriculum should be devoted to the formation and development of students' Chinese literacy." "Chinese literacy includes a lot of content, both Chinese knowledge and ability, as well as moral cultivation and aesthetic taste. How to cultivate students' Chinese literacy is discussed in detail in the book "Article Learning and Chinese Education", which is very practical. Nowadays, the cultivation of innovative ability has become the main theme of modern education. In this regard, there are detailed strength guidance in the two chapters of article learning and Chinese intelligence training.
How to cultivate innovative ability in article education, the author mainly introduces six aspects:
(1) Query is the starting point of creation.
(2) "this and that", the openness of thinking.
(c) "China integration", which produces new insights from synthesis and generalization.
(D) "One divides into many", learn to analyze.
(5) Multi-directional thinking, good at changing perspectives.
(6) Dialectical thinking, learning dialectics of thinking.
These six points are of great practical significance for how to cultivate students' creativity in reading teaching. As far as Article 5: "Look at the problem from another angle" is concerned, the editor uses the story teaching power of "making up mistakes" to inspire us to think about the problem from multiple angles. By extension, we can teach many texts in this way. I used this method when I was teaching Yan Zi Shi Zhu. I asked the students not to stick to the practice of Yan Zi in the text, but to use their brains to find ways to deal with the king of Chu. The students in the study group cooperated seriously and came up with many novel and good methods for everyone to write the New Edition, which not only exercised their thinking, but also improved their interest in writing. . This is killing two birds with one stone. When teaching diving, I also ask students to think about what else can be done to save their children after learning, and compare everyone's various methods with diving, so that everyone can make it clear that diving is the best way and understand the center of the text more deeply. In my opinion, the above six methods on how to cultivate students' creativity in article teaching have practical guiding significance, but it is more important that teachers who teach articles and leaders who guide teachers' work must first have innovative consciousness and innovative thinking. I remember a few years ago, a primary school in Jinan implemented a "five-stage" teaching model to measure the teaching of each teacher. This model requires a fixed model for the teaching of each text, that is, five steps: full-text inquiry, key research, comprehensive understanding, understanding and expression, and practice after reading. It should be understandable to teach some texts in this way, but it is too extreme to teach every school, every teacher and every text in this way. He greatly fetters teachers' innovative consciousness. There are few "five-segment" models of the human body now. However, a new model began in an informal way, which is regarded as the standard to evaluate the quality of a Chinese class, that is, every Chinese class must have a long reading and evaluation, and no straightforward questions are allowed. I think this seems to have gone to extremes again. "There should be a voice of reading aloud in class (Chinese class)" is correct, but it can never be a necessary form. Students can't write well because there are too many restrictive forms, and Chinese class should not have too many restrictive forms, which will restrict the creativity of teachers and students. The so-called "there is a law in teaching, but it is impossible in teaching". Why do you always play sports in teaching? Mr. Wei Shusheng, a famous contemporary educator, especially opposes physical education in his education and attaches great importance to cultivating students' self-study ability. He said: "the responsibility of education is to teach students the truth, but more importantly, to cultivate students' ability to discover the truth;" "To teach students knowledge, we must cultivate students' ability to learn knowledge by themselves ... For students who graduated from 1997, I just teach self-learning methods. For two and a half years, I haven't told a text to my students. Media Chinese classes are all taught by students themselves, and the whole class entrance exam has won the first place in the city. " (Students' Practical Learning Law, p. 334, Shenyang Publishing House. August 2000 edition) "It is better to teach people to fish than to teach them to fish", and the unified teaching mode of teachers is not conducive to students' innovative thinking. Education should "emancipate the mind and seek truth from facts"
Speaking of "seeking truth from facts", I think some viewpoints in article study and Chinese Education should also be accepted critically in combination with my own work practice. Some ideas in the book are even worth discussing. For example, when referring to the psychological development order of Chinese learning, the book wrote a sentence: "The psychological development order of Chinese learning is' language-article-literature'." That is, articles are the product of language development and literature is the product of articles. Therefore, the arrangement of Chinese courses, the compilation of Chinese textbooks and the use of Chinese appellations should follow this law. "I think it is undoubtedly correct to learn the language first and then learn the language, but the order of" articles-literature "seems to be somewhat deviated from the editor's own exposition. Because the book states the difference between articles and literature in this way: "Literature is fiction and imagination; The article is authentic. " (article study and Chinese Education, p. 75) But I found in actual teaching that the development order of students' Chinese learning is actually the parallel of fictional literary form and true and faithful article form. Students' earliest composition practice began with pictures and paintings, but the contents of pictures and paintings are fictional and imaginary. Although it is not a literary work, it cannot be classified as an article compared with articles with the basic characteristics of truth and loyalty. With the growth of age, there are documentary compositions and imaginary compositions in students' compositions. According to the author's teaching experience, students' imaginative composition is often better, and they are more willing to write these two kinds of articles. This year's final exam, the composition question is to let students choose one of two types of composition questions. (One is a documentary composition, and the other is an imaginary composition. ) Most students chose Xie Imagination's composition. It can be seen that either the psychological order of "article-literature" is open to question, or it is not accurate enough to distinguish article from literature based on fiction. This phenomenon is actually related to the publication time of article study and Chinese Education. This book was published in 1995. At that time, the unconstrained elements of primary school students' associations also violated the strong promotion. In recent years, with the research and deepening of innovative education, the voice of cultivating students' imagination is getting louder and louder. In addition, students, especially primary school students, are really imaginative. It is actually an important way to keep children's imagination by asking students to write imaginary compositions. It is also a good way to cultivate students' innovative thinking. In practice, the author found that students' imagination is infinite. It is not only possible but also feasible to encourage students to write imaginative compositions and even literary creation. I once did an experiment of "keeping children's imagination" in my own teaching. Teaching students to write novels was explored in the experiment. The effect is very good.