With the deepening of Chinese curriculum reform in middle schools, various new measures have been gradually implemented, especially Chinese curriculum standards, which have played a great role in changing traditional educational concepts and teaching models. However, "breaking" is easier than "establishing", and how to further promote the benign development of Chinese curriculum reform has also encountered many new problems. Such as how to locate Chinese? What to teach and how to teach Chinese? How does the "New Curriculum Standard" translate into concrete teaching practice? Some teachers are also very confused, and there is a general confusion that they can't start.
Recently, taking the publication of the new curriculum standard "Language and Literature" as an opportunity, this magazine held a seminar jointly with East China Normal University Press. Among the invitees are senior experts and textbook editors in the field of Chinese in middle schools, Chinese teachers who have been teaching for a long time, scholars and professors who are engaged in language and literature education and research in colleges and universities, and publishers who are committed to the development and publication of Chinese reading materials. More than 20 people brought their own professional background and problem awareness. Seriously communicate with the textbook and its ideas, especially the large number of Chinese topics it has caused. The collision of different horizons and ideas has activated many fundamental problems in China's education.
Today, we deliver some speeches, aiming at pushing this discussion into a wider public space, attracting the attention of people of insight from all walks of life, and making the Chinese curriculum reform "go up a storey still higher".
Ni (Associate Professor, Chinese Department, East China Normal University, Editor-in-Chief of New Curriculum Standard Chinese): It has been the wish of many people in the Chinese education field for many years to produce a set of distinctive and pursuing Chinese textbooks. At the beginning of taking over the overall idea and structure of New Curriculum Standard Chinese Literature Book (hereinafter referred to as "Learning Book"), I found and read many Chinese research works, and I was fortunate to read the Chinese Curriculum Standard (hereinafter referred to as "New Curriculum Standard") in advance.
If we take the sixteen words "modern education, modern society" and "all students, all-round literacy" in the preface of the new curriculum standard as the logical starting point and goal, it is extremely difficult to compile a set of Chinese teaching materials, but it is still necessary and possible. In my opinion, learning can do some exploration in digesting and practicing the "new curriculum standard". According to the five aspects of Chinese "all-round accomplishment"-cultural inheritance, spiritual accomplishment, modern thinking, social application and Chinese ability-go hand in hand, develop comprehensively and continuously, carefully select and compile articles, provide full reading freedom for all students and create a space for inquiry reading. I also think that Xueben should make more efforts to inspire students on how to learn Chinese, so-called "dissecting sparrows", and give full play to the exemplary role of each selected article, so that the ideas and methods of Xueben can be inspired and infiltrated in teachers' classroom teaching.
I deeply feel that we should invest more manpower and material resources to promote the concrete practice of "new curriculum standard" like formulating "new curriculum standard"; It is necessary to mobilize social resources and the enthusiasm of all parties to participate in Chinese education and mother tongue education; We should encourage Chinese education to "let a hundred flowers blossom and a hundred schools of thought contend" and encourage the competitive development of various Chinese education concepts and schools. The most important thing is to create a "public space" for discussing the "new curriculum standards" and developing the cause of China.
Only innovation can win living space.
Xu Zhongyu (Professor, Chinese Department, East China Normal University): In recent two years, compulsory education and senior high school curriculum standards have been formulated one after another. I have attended some meetings in this field and feel that it is really not easy to formulate a good Chinese curriculum standard. Now, the concept of education in China has changed. Of course, we must first change our concepts and have a good standard-this standard should be revised according to the actual situation. But how to unify instrumentality and humanism? In principle, it is easier said than done, but it is difficult to put it into practice in teaching materials and teaching methods. We talk about quality education and humanistic spirit, which seems abstract. What is quality, where is humanistic spirit embodied, and how is it embodied in teaching materials? For another example, we should consider the age characteristics of students, how to go from shallow to deep, from low to high, and how to consider it reasonably. For example, Su Dongpo's "A Thousand Cliffs of Fu" is selected for middle schools and universities, and the requirements may be different. How to implement it?
I think this set of textbooks is innovative and can be said to have consciously considered these issues. For example, each unit should cultivate students' quality, be more specific and clear, and make more progress than staying in oral concepts; Although the specific views can be discussed. For another example, in addition to key literacy, there are general literacy requirements, because a good article not only involves a single aspect, but also has other advantages, and the editor has also considered this issue. And the selected articles have comments and tips. Some comments may have different opinions, but some places are really thorough and wonderful. Comments, China literature research once had this tradition.
Jin Zhihao (special Chinese teacher of Cao Yang No.2 Middle School): I think the title of this set of books is "Xueben", which is well thought out: different from textbooks, it is not as demanding as textbooks; It's not the same as reading. In addition to reading, it also emphasizes "learning". From the perspective of "new curriculum standard", we should expand students' reading space as much as possible. The more such books, the better. Students can choose what they need.
One of the primary tasks of new textbooks is to develop new texts. Whether a set of teaching materials has vitality mainly depends on whether it has developed a large number of new texts that are both beautiful in quality and rich in the flavor of the times and life, and are suitable for students to read this year. Nowadays, a large number of good articles come out every day. We can collect them and recommend them to students, which will be helpful to their reading ability, appreciation ability and writing ability.
Qian Menglong (Principal of Shanghai Jiading Taoliyuan Experimental School, special Chinese teacher): Since the 1980s, I have participated in the examination and approval of national Chinese textbooks and contacted various textbooks. The "new curriculum standard" repositions the nature of Chinese subject, which used to be "instrumental theory", but now it is the unity of both instrumental and humanistic. The second aspect of the basic spirit of the new curriculum standard is the change of students' role in learning, from the object of learning to the subject of learning. This change will inevitably lead to changes in learning methods, mainly based on inquiry learning. The third aspect of "New Curriculum Standard" is to emphasize "Chinese literacy". The whole frame structure of this book pays more attention to the cultivation of "Chinese literacy", such as sensory development, spiritual accomplishment, cultural inheritance, scientific literacy, cultural image (this is relatively new, like Qin Jian and Song Zhumei), thinking space, language dimension, thinking mode, literary master and so on. Now this set of "learning books" basically embodies the spirit of "new curriculum standard".
Wang Shangwen (Professor, School of Humanities, Zhejiang Normal University): I am very happy after reading this set of textbooks. First, it pays more attention to the teaching of reading and writing knowledge. I am an extreme person. In the past, I held a negative attitude towards imparting knowledge. Not long ago, I read a manuscript by Dr. Wang Rongsheng, Fundamentals of Chinese Curriculum Theory, and found that he spoke very well about the importance of knowledge in Chinese education. We can't go to the other extreme. Secondly, the structure of compiling such books and textbooks is a big problem. What we often see is topic structure, such as "colorful life" and "beautiful life". The other type adopts narrative and expository genre structure. The structure of the textbook is quite novel, such as "sensory development" and "cultural inheritance". It is really a step forward to arrange the structure according to "Chinese literacy".
Really understand children's reading interest.
Cheng Hongbing (vice president of Shanghai Jianping Middle School, special Chinese teacher): "Student-oriented" is a new concept, which takes "reading" as the core and returns to the noumenon of Chinese education, and "reading" is the "foundation" of Chinese education in middle schools.
However, today's students are different from us at that time. They are no longer short of books, but there are too many books, so they don't have time to read them, and they don't want to read them, because a large number of exam-oriented books have ruined their appetite for reading. This set of books may have collected many teachers' opinions when selecting articles, but it is considered from the perspective of adults. Can we approach the children and ask them what books they like to read? There are also many books in the New Curriculum Standard, but have you heard the children's thoughts? When we write educational books, it is very important to really understand children's reading interests.
Shang Youjing (Teacher, School of Primary Education, Shanghai Normal University): Recently, many books have been published, which is a good thing. Today, we should "let a hundred flowers blossom" and "let a hundred flowers blossom", so that all kinds of excellent works and good reading materials can enter the students' field of vision. For example, when we used to learn Chinese, we labeled "flowers". Even if the task is completed, I think it is better to take the children to the garden and let them enjoy the flowers themselves. It is the best thing to expose students to a large number of texts. I suggest that textbooks can be used as books for school-based courses, especially for some schools that lack books and materials, which will play a great role.
Chen Zhongliang (special Chinese teacher in the teaching and research section of Shanghai Education Commission): There are three words in Chinese teaching, "must, should and can", which belong to the level of "can". The most important thing is that students accept it voluntarily. I hope that future readers, textbooks or teaching materials will be less formalistic, so that students can really like them.
Li Baiyan (Chinese teacher of Shanghai Jianping Experimental Middle School): Now, children are very interested in stereoscopic reading. For example, after reading Liang Shiqiu's Kite Flying, tell him Lu Xun's Kite Flying and tell the stories of Lu Xun and Liang Shiqiu in the literary world, students' interest will be doubled. As long as we really study the needs of students and teachers, there is still a lot of room for improvement.
Ni Hui (Vice President of Shanghai Fenghua Junior High School): The greatest benefit that a teacher can give students is interest. What we can give students is to throw them into the ocean of books, let them flutter and they will swim. Therefore, it is best for students to understand Chinese textbooks through original ecological self-reading, and don't bind students' hands and feet too much.
Huang Yufeng (Special Chinese Teacher of Fudan Middle School): The teacher's duty is to guide. I often say to my parents, "the gap between Chinese and English is the gap between life and people." Don't just look at how many points you have scored in the exam now, and don't think that you can't show it if you fail in the exam. In fact, people who like reading and can write articles have completely different views and realms from those who don't read. Similarly, good teaching materials also have the responsibility of guidance. At present, Chinese supplementary books have mushroomed. I think this is gratifying. In addition to those commercial speculation, there are many new things, each with its own merits. This is a good state. Of course, any guidance is a double-edged sword, and any guidance may become a bondage. But it is even more problematic in theory and practice to let it go completely without guidance.
The reform of Chinese teaching needs "everyone gathers firewood and the flame is high"
Liu Dawei (Professor, Chinese Department, East China Normal University): We'd better go beyond the textbook itself and discuss it in the context of the current educational reform in China, especially the promulgation of the new curriculum standards. In this way, the value of textbooks, especially the China problem it brings, will be more prominent.
First of all, the new curriculum standard puts extracurricular reading in a very important position in Chinese learning by emphasizing accumulation, language sense, creative reading and personalized reading. This raises a question: how the interactive relationship between Chinese teaching and extracurricular reading happened, or it may break. Because the "New Curriculum Standard" puts forward a series of concepts such as "perception", "edification" and "overall grasp", there is still a lack of necessary theoretical explanation and introduction, and there is not enough experience in how to operate it in practice. Therefore, how to treat extracurricular reading and how to bring it into the Chinese teaching system as an organic part is very prominent. In this case, the emergence of learning books, especially the concept of infiltration, has theoretical value and reference significance. The form of the textbook provides a platform for further discussion on how to read after class, how to cultivate a sense of language and how to accumulate new problems after the promulgation of the new curriculum standard.
A more valuable attempt to learn books is to dare to understand and discriminate the key word "Chinese literacy" in the new curriculum standard. At present, it is risky to divide "Chinese literacy" to some extent, and it is likely to be accused of mechanical rigidity. However, since Chinese teaching should have a clear rather than vague goal, the practice of learning books is constructive and enlightening. Decompose "Chinese literacy" into various elements, and then sort out, analyze and comment in a written and static form, which takes into account the complexity of the reading process and various problems involved by students in reading. What psychology students have in reading and how teachers can help them solve the problems they encounter are great academic problems that need further study.
Thirdly, I especially noticed that on the back cover of the textbook, there is a sentence "Chinese can be taught, and the textbook is for your own use". There is a subtext that some people think that "Chinese can't be taught", so we should emphasize this issue. In recent years, I have been in contact with Chinese teachers in middle schools, and I have indeed heard the general view that "Chinese is difficult to teach", especially after the spread of new Chinese concepts, many teachers feel at a loss. Under the background of "new curriculum standard", how does a Chinese teacher teach Chinese? How to communicate with students? ..... All these problems have reached the point where they must be discussed again.
Luo Gang (researcher, China Institute of Modern Thought and Culture, East China Normal University): The "new curriculum standard" involves thousands of children in Qian Qian, which is not just about middle school Chinese. For a long time, one of the biggest dilemmas of education in China is that it is rarely discussed on public platforms, and there are too few opportunities for experts with different academic backgrounds to enter this field to discuss together. For example, the "new curriculum standard" uses many "ideas" and formulations, and absorbs the achievements of mother tongue teaching research at home and abroad as much as possible, but there are still several layers of problems that are not clear.
First, it hangs a very high ideal goal, and what does this ideal goal have to do with the exam-oriented education that we can hardly change now? The "new curriculum standard" does not explain.
Secondly, the so-called "humanity" and "instrumentality" of Chinese, or the relationship between humanistic edification, thinking training, ability improvement and skill training, and how to deal with it are not explained in the "New Curriculum Standard".
Third, the "new curriculum standard" is a bit like our product standards and engineering standards, giving people a concept of "all students" and "all-round literacy", as if all students should meet it. However, training people is not only based on product standards. First of all, China's geographical differences are huge, and there is a big gap between the southeast coast and the underdeveloped areas in the mainland. How to deal with regional differences in "New Curriculum Standard"? Secondly, the level of students is different, how to deal with it?
Fourthly, according to the international common Chinese teaching practice, there should be curriculum standards, syllabus, textbook implementation and, more importantly, a set of teaching methods. However, in recent years, we have discussed many problems about Chinese teaching reform, most of which are still conceptual; Now, there is only one "curriculum standard". How to implement it later, such as whether there is a syllabus, whether the textbooks are compiled according to the current methods and methods, and how to teach after the textbooks are compiled, are really a lot of problems. If we refer to the teaching methods in the English-speaking world and see at what stage people have developed-there are so many different teaching methods and teaching models being implemented and new ideas and practices being constantly innovated, we can know that there are still many things that "China people" can do, should do and must do; Besides, doing it well is not that simple. Many teaching methods are the result of interdisciplinary research, and cognitive psychology, artificial intelligence, linguistics and literature have all joined in. Therefore, it is hoped that the columns and seminars to be held by Wen Wei Po will involve not only the "Chinese-speaking community" but also people from other disciplines, so that Chinese education can take a new step and take on a new look.