Chinese education in China has a long history, rich cultural background and diverse teaching systems, but the research on Chinese education itself is extremely lacking. It was not until the late Qing Dynasty that the earliest monograph on Chinese teaching method in primary schools in China was published. Before the abolition of the imperial examination system, China society was always partial to liberal arts education, or even partial to liberal arts education. Chinese language and literature before vernacular Chinese was literature with language and literature separated, and Chinese education in ancient China was also language education with language and literature separated. China's classical literature and ancient poetry are the main achievements of China's ancient literature and the main contents of China's ancient education.
It is self-evident that Chinese education has a strong humanity. After all, Chinese education is mother tongue education, and its instrumental characteristics are also the most fundamental. Before the May 4th Movement, Chinese textbooks in primary and secondary schools were written in classical Chinese. In the new culture movement that started in 19 17, Hu Shi put forward national language and literature in the ongoing literary revolution in April 19 18. After that, vernacular Chinese gradually appeared in Chinese textbooks for primary and secondary schools. By 1922, Ye Shengtao and Gu Jiegang had compiled six volumes of junior middle school Chinese textbooks according to the new academic system Chinese curriculum standards, which were published by the Commercial Press. The total number of classes is 260, of which 95 are in Mandarin, accounting for 36.5%, and 63.5% are in Classical Chinese 165. Earlier comprehensive textbooks began to appear. Of course, 1956 and 1978 compiled classified textbooks including China's classical poems, but they were not popularized.
In current Chinese teaching, no matter before or after the curriculum reform, there are actually some popular misunderstandings, such as multimedia teaching, research teaching, project teaching and inquiry teaching. What they have in common is the pursuit of bubbles in Chinese education, which reflects a noisy mood. They often pay attention to cultivating students' creativity and ignore the education of Chinese basic quality, especially the education of traditional literature. Traditional literature education is mainly embodied in the education of ancient poetry, namely classical Chinese and ancient poetry. Ancient poetry plays an important role in Chinese education in primary and secondary schools with its high literary achievements, mature artistic skills and strong humanistic atmosphere. We have no reason to turn a blind eye to the brilliance of ancient China literature and culture in China education. In the ancient private school education in China, there were "300 Qian Qian" in preschool education, namely three-character classics, hundreds of surnames, thousand-character poems and other Mongolian teaching materials. Students have laid a deep Chinese foundation at an early age. The so-called "young students learn Qionglin and long Wen whip shadow" enables students to master writing tools and instill a lot of humanistic knowledge. In modern Chinese teaching, although students' comprehensive ability is emphasized, students know too little about excellent literary works, basic and classic words, sentences and writing skills, and their Chinese quality cannot be improved and humanistic spirit cannot be passed on.
In the process of ancient poetry teaching and humanistic exploration of Chinese education, we should first realize the teaching value of ancient poetry knowledge (including classical Chinese and poetry). After several discussions on "the dispute between literature and prose", the educational circles in China have basically reached a consensus that ancient poetry should be learned. Its teaching value is reflected in the following aspects:
(1) Cultural value (cognitive function). China is one of the four ancient civilizations in the world and one of the birthplaces of mankind. Over the past 5,000 years, through the creation and accumulation of China people from generation to generation, China culture has experienced vicissitudes, but it is endless, with rich and profound connotations. China's brilliant cultural achievements in ancient times have been completely and orderly preserved by classical Chinese. There are more than 10,000 kinds and hundreds of thousands of volumes in the Summary of the General Contents of Sikuquanshu alone, not counting those recorded in the Unreceived Bibliography of Sikuquanshu and the general catalogue of series. China ancient literature is a cultural treasure house composed of classical Chinese and ancient poems. It condenses the landscape of Chinese civilization, records the history of the Chinese nation, reflects the life of past dynasties, and reveals the cultural mentality and way of thinking of China people ... Mastering the language of the motherland is like getting a key to open your own culture. Then, teaching ancient poetry in school is like opening a window in front of children, spreading a passage, allowing them to travel through time and space, read, think and absorb, have a direct dialogue with the masters two thousand years ago, understand and deeply understand our ancestors and our history, and thus inherit and carry forward our culture. This is the cognitive function of ancient poetry teaching.
(2) Educational value (edifying function). It should be recognized that dialectically and critically inheriting the excellent cultural traditions of the Chinese nation and carrying forward the national spirit are a barrier to resist the invasion of today's bad atmosphere. In the quality education system of middle schools, we should attach great importance to how to improve students' moral cultivation and explore rich and vivid moral education means. Ancient poetry and prose have educational functions in this respect. Liu, an expert in Chinese education, said: "Ancient poetry is also a good textbook for ideological education, especially patriotism education and historicism education." Indeed, most of the ancient poems selected for Chinese teaching materials are works with pure thoughts, or praising mountains and rivers, or describing experiences, or expounding philosophies, or expressing their heartfelt wishes, expressing the ancients' persistent pursuit of the ideals of truth, goodness and beauty. Infiltration, containing body odor, will make people invisibly affected and infected. Ancient poetry has immeasurable educational potential, because it casts the soul of an ancient nation. From the short-term effect, it is helpful to improve students' ideological understanding of one person and one thing; From the long-term effect, it helps to strengthen their moral cultivation, establish national self-confidence, enhance their sense of social responsibility, and thus shape their perfect personality. ?
(3) Artistic value (development function). The language system of modern Chinese is developed from the language system of ancient Chinese. Ancient and modern Chinese come down in one continuous line, just like a Yellow River written in ink, winding up to now. The two are the relationship between "source" and "flow", which are both different and inextricably linked. The vast majority of commonly used words in ancient Chinese still remain in modern Chinese, and they still maintain a fairly strong vitality.
(4) Application value (comprehensive function). In terms of writing methods, artistic skills and stylistic education, learning ancient poems can also receive multiple effects. After historical screening, many ancient poems are excellent, most of which are rigorous in layout, concise in writing, vivid in charm and brilliant in literary talent. Reading more such works will really benefit people and improve students' Chinese literacy in an all-round way.
Secondly, the use of correct and efficient teaching methods plays a vital role in the teaching of ancient poetry and the humanistic exploration of Chinese education. Gagne, an American educator, believes in his "cumulative learning model" theory that human ability is the result of learning, which mainly includes five types, namely, verbal information, intellectual skills, cognitive strategies, attitudes and motor skills. In Chinese education, Chinese knowledge should also be an accumulation process from low level to high level. Excellent ancient poetry can enrich students' Chinese knowledge, create an interesting learning atmosphere through appropriate and dynamic teaching methods, and let students learn enough Chinese knowledge unconsciously while experiencing the excellent Chinese culture. In specific teaching activities, the traditional "accepting learning" is the most suitable and effective way of Chinese education and learning. Ausubel, a contemporary American cognitive psychologist, is a representative of the theoretical study of "receptive learning". He put forward the theory of "meaningful language learning" (assimilation theory). He believes that the primary task of the school is to teach students "knowledge groups" with clear, stable and systematic disciplines, and the main task of students is to accept learning and firmly master these knowledge groups. Chinese is a humanities subject, and the primary knowledge of Chinese is memorizing knowledge, so "accepting learning" can improve students' learning effect and meet higher teaching requirements.
In the teaching of ancient poetry, we certainly don't have to take rote memorization as the only magic weapon. In the teaching exploration, I found that the combination of Chinese teaching with the creation of humanistic environment and cultural atmosphere will have unexpected effects. For example, in the activity of exploring the characteristics of ancient poetry prose, the reading of ancient poetry prose has become a scene in our school. When two or three students recite each other, or you recite the last sentence, I perform the next sentence on campus every day, and the morning reading and the whole class chanting after the bell rings every day have become a unique means of waiting before class and psychological adjustment. More importantly, the reading of ancient poetry permeates all aspects of teaching and learning, and plays the role of "educating people with poetry, reasoning feelings with poetry, clarifying aspirations with poetry, and educating people with poetry". Ancient poetry can't be a common language for students in the future, but it can help them get closer to the traditional culture of China. The specific method is as follows: 1. Encourage students to use ancient poems to communicate in their study, life and games, and teachers use ancient poems to communicate with students in the teaching process. For example, if a child drags his homework, the teacher will recite the Song of Tomorrow with the students. When students understand, they will make up their homework quickly. Two boys quarreled, and the teacher asked them to recite Cao Zhi's Seven Steps Poem first. "The same roots are the same, why should we speculate with each other?" Many contradictions disappeared in Lang Lang's recitation. And so on; Secondly, the blackboard of "one poem a day" is hung in the hall of the teaching building, and the famous sentences of the ancients and the introduction of Tang poetry, Song poetry and Yuanqu are posted in the corridor; Thirdly, the activity room of ancient poetry should be established, and all kinds of ancient poetry teaching toys should be made by ourselves, so that students can learn rich knowledge of ancient poetry in game activities.
Thirdly, I think we should not only complete the basic function of Putonghua education, but also establish the goal of ancient poetry education in the modern education period through the humanistic exploration of ancient poetry teaching and Chinese education. Mainly includes:
(1) Inheritance of traditional culture (cultural education, instrumental direction). After the Opium War, Chinese people realized the importance of western science and technology, and put forward "learning from foreigners to control foreigners". After the defeat in the Sino-Japanese War, I further realized that I still need to learn western legal and political systems. 1898, Zhang Zhidong advocated "taking middle school as the body and spreading western learning to the east", and the core of Confucian culture has not changed; By the May 4th Movement, a whole set of philosophy and ethics of traditional culture had been overthrown. In the 1970s, the most basic beliefs and values were subverted and traditional culture was completely destroyed. It is obvious to all that modernization does not mean westernization, and modernization needs to return to tradition, which lasts for 5 thousand years. It is the place where our nation lives and our common spiritual home. Chinese teaching should consciously undertake this mission.
(B) In order to cultivate students' pure aesthetic taste (literature education, humanistic direction). Zhu Guangqian, an aesthete, has a saying: "The real literary education is not to read many books and know some literary theories and historical facts, but to cultivate pure interest." Literature expresses fate and emotion. China's classical literature bears the excellent traditional aesthetics of China, and the classic and tried-and-tested humanistic thought is by no means incompatible with modern society, but can be in perfect harmony, which is exactly the "nutrition" that modern primary and secondary school students urgently need to supplement. Only by appreciating beauty can we love life and live a healthy and fulfilling life.
Argentine writer Borges pointed out: "Classical literature is a national book ... it has been determined to read for a long time, as if its whole content is as profound and inevitable as the universe, and it can be explained endlessly after careful consideration." To sum up the above three points, it is the right way for Chinese education to return to classicism, and the education of ancient poetry and classic reading is an insurmountable road, which can be innovated, but there is no shortcut, let alone abandoning tradition. We don't want the status of Chinese education in primary and secondary schools to be occupied by fast food culture, we don't want the loss of humanistic environment, we don't want paper full of words, and we don't want college students who can only read English but can't read poetry on the map of higher education in the future. Therefore, it is arduous and urgent to explore, consolidate and maintain the humanity and instrumentality of ancient poetry education and Chinese education. It can be said that "the road is long and Xiu Yuan is Xi, and Xiu Yuan is Xi", and it is necessary to "search up and down".
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