In his article "Appreciation of Ancient Literature", he put forward two Chinese education items that deserve our attention: First, reading ancient books to understand, recognize and accept China's inherent culture. Second, take appreciation as an emotional exercise, put yourself in the position of appreciating ancient literature, find out the position of ancient literature or discard or liquidate it, and cultivate the ability of appreciation and criticism. Zhu Ziqing defined the lofty goal of Chinese education as understanding the splendid culture inherent in his country, strengthening national consciousness and improving students' literary appreciation ability. This concept is obviously different from the general concept that Chinese education is to teach Chinese knowledge to enable students to pass Chinese exams or that Chinese education is an academic research concept to analyze writers' works and language phenomena. Zhu Ziqing's brand-new revelation of the purpose of Chinese education makes us feel that he has special significance to our predecessors. He also believes that although China people need modernization, it is the modernization of China people, and we must know ourselves first. This shows that Zhu Ziqing is a theorist who respects his native culture. In his view, China's inherent cultural heritage is not only an important foundation for China to rush to the future, but also an important goal that China's education must grasp. In this respect, Zhu Ziqing uniquely understands Chinese education as a special act of inheriting cultural heritage and carrying forward national spirit, which clearly embodies his personal characteristics.
By "understanding the local culture", Zhu Ziqing means accepting the words, styles, vocabulary, idioms, styles and skills of ancient literature with relish, and putting himself in the position of writing attitude, emotion, likes and dislikes of ancient writers. He believes that the main purpose of education in China is to help young people believe and learn ancient literature. He said: "some young people think that life in ancient books and literature is too far away from modern times, so they can't and don't want to accept it ... I want to start from scratch." Although social organizations are different and ideologies are different, human feelings are always far apart. There are always joys and sorrows, loves and dislikes, although different objects have different performances. " This view of Zhu Ziqing clearly points out the mission of education in China, and requires us to turn teenagers' alienation from the essence of China's inherent culture into closeness to it. Zhu Ziqing believes that there is always a distance between people and human feelings in ancient and modern times. People's emotions, love and evil can cross the long river of history and still extend each other, thus achieving the mutual integration of young readers and the ideological spirit of China's inherent culture. Focusing on the emotional connection between ancient and modern times, Zhu Ziqing approached, understood and understood China's inherent culture. In fact, what he emphasized was how to understand China's inherent culture in the practice of Chinese education.
On the other hand, Zhu Ziqing pointed out that another important purpose of Chinese education is to let students accept literature, cultivate their appreciation ability and cultivate their critical ability. He said: "We have our own position in accepting literature. You have to find your own position, and then find the position of ancient literature. The so-called knowing yourself and yourself can tell which ones should be discarded and which ones should be kept ... You have your own position, but it doesn't prevent you from understanding or knowing ancient literature, because you can put yourself in the shoes of the ancients and go back to your own position to criticize. ..... This kind of' putting yourself in the other's shoes' is the key to appreciation, which is called' emotional transfer'. "This passage seems quite common today, but it is very personal, so its significance is extraordinary. It is pointed out that the first problem of appreciation is to solve the problem of position, and the position of the work cannot be confused with the position of the reader when reading. It is clearly pointed out here that treating literature with a firm stand and critical power is the first essence of cultivating students' literary appreciation ability. This statement reflects that the key to the cultivation of appreciation ability lies in the emotional transfer of the works, that is, putting yourself in the position of appreciating the joys and sorrows of the original author's works. This special significance should be truly and profoundly introduced to students through the classroom of Chinese education, so that these works, which embody the most important cultural and historical connotation of China, will leave the deepest impression on students from the perspective of cultivating their appreciation and criticism. If we really focus on exploring students' literary appreciation ability, then Zhu Ziqing's point of view is quite new.
In fact, the purpose of Zhu Ziqing's advocacy of Chinese education is to understand the inherent culture of our country and deeply realize the close relationship between improving students' literary appreciation ability and Chinese education. Judging from his exposition, Chinese education must be based on understanding the inherent culture of the country, so that students can finally appreciate literature. In a word, "understanding and appreciation" constitutes the central content of Zhu Ziqing's teleology of Chinese education. Zhu Ziqing is a scholar who is well versed in China's inherent culture, so he highly advocates spreading China's inherent splendid culture through China education. At the same time, Zhu Ziqing is also a writer who pays attention to the power of writing art, so he also requires Chinese education to undertake the task of cultivating students' ability to appreciate and analyze literature. This shows Zhu Ziqing's distinctive theoretical characteristics.
The second is the educational content of "composition training and technical training"
Zhu Ziqing identified composition training as one of the most important contents of Chinese education. He said: "Writing is a basic training, a training of life skills-and a training of being a man." He believes that students' writing ability will increase their knowledge and experience in using literature and understanding social life, thus improving their ideological level, which shows that the power of writing cannot be underestimated. Zhu Ziqing obviously refused to take ideological education as the main content of Chinese education for a long time, and he highly affirmed the social function of cultivating writing ability. He hit the nail on the head and pointed out: "If you only pay attention to thinking and neglect training, the thoughts you get will be fleeting, because thoughts also exist in vocabulary, words, chapters and tones." Here Zhu Ziqing intensively denied some doctrines.
Educators attach importance to ideological discipline, attacking this deviation and vigorously promoting technical training including vocabulary, sentences, chapters and tones. He wants to correct the poverty and singleness of his style of attaching importance to thinking and neglecting training in Chinese education, so that the construction of Chinese education can really have an inner spirit. In his view, just accepting cultural ideas does not prove that students have mastered the ability to use language, read ancient books and understand the language form, text structure and sentence genre of ancient books. Therefore, Zhu Ziqing further proposed "technical training". These two aspects constitute the framework of his Chinese education content: while emphasizing students' writing ability, it is particularly urgent to strengthen the training of students' basic Chinese skills such as writing ability, reading ability and understanding ability.
(A) composition training
Zhu Ziqing thinks that the biggest problem of students' composition is unclear context, unclear level and unclear thinking, followed by the indiscriminate use of punctuation marks. Zhu Ziqing is an insightful educational theorist in China. He put forward quite sharp opinions on the problems existing in students' compositions:
"Students' writing often can't grasp the topic, and often write down some broken or general nonsense, especially at the beginning. In addition, the confusion of levels, the coherence of meaning and the repetition of words are all natural. ..... They don't care much about the use of punctuation ... Punctuation shows the nature of words, helps to express meaning clearly and accurately, and plays the same role as words. It is by no means a dispensable thing attached to words ... Most students disdain or don't know enough about the role of punctuation, and use it everywhere. In fact, if you don't make full use of it, the effect of writing will be reduced. "
For a long time, writing training in the process of Chinese education tends to ignore context and punctuation. Zhu Ziqing's remarks can be said to be timely. People pay attention to the thought and significance of article writing, not its context and punctuation. Mr. Zhu's remarks are naturally an advocacy, that is, to establish a new concept and correct the problem of ignoring context and punctuation in Chinese education composition training: students' compositions must be clearly organized and correctly used with punctuation as the most important condition.
Zhu Ziqing particularly emphasized several peculiar phenomena in Chinese education at that time: First, students mistakenly and unconsciously regarded the composition as the record of their own speeches, which blinded the students themselves, resulting in poor proficiency and skills. Secondly, teachers often talk about unimportant gossip in the process of teaching and translating books, which also has a bad influence on students' writing ideas. Third, students read too little or not carefully and rely too much on spoken English. Here, Zhu Ziqing sharply criticized the bad tendency that teachers talk too much gossip, which affects the context of students' compositions, and students read too little, which leads to students' over-reliance on speeches. He also found a common problem hidden in students' writing with keen eyes: that is, students equate composition with speech. In Zhu Ziqing's view: (1) Writing is not talking, and some useless nonsense must be eliminated. (2) Writing is recorded in words, which is different from spoken language. People must feel the benefits of writing after reading it.
Zhu Ziqing's composition training obviously pays attention to these two main contents: one is to solve the context of students' composition, and the other is to help students understand that composition is different from speaking. In essence, Zhu Ziqing put forward very high requirements for composition training in the structural form of article writing (so-called contextual organization), which is quite clear and important.
How to carry out composition training? Zhu Ziqing's proposition is unique: (1) Improving writing by reading aloud and reading aloud. He proposed: "We should let them read scripts of various schools with great care and get a unified script or context." . ..... because recitation is also helpful for speaking and writing. "Zhu Ziqing hopes that students can get a clear context through recitation training. He envisaged: "In order to train the context, you must use the tone of reading documents ... If you train this correct reading from primary school, the mixed context will be reduced and students' compositions will be easy to progress. "For the composition, an important issue that Zhu Ziqing unexpectedly emphasized was" reading "(reading aloud). He thinks "reading" is a good form to help students write. According to the factors and functions of reading, students can at least be clear about language context and context, which also allows students to finally distinguish between writing and speaking. Secondly, the function of reading aloud lies in the conscious artistic creation that students suddenly flash in their compositions through long-term "reading" accumulation. (2) Starting from the style of the newspaper, starting from a small scale, it is best to start from writing news essays. He advocated: "We must learn the style of newspapers ... start small and practice writing on issues closely related to real life, such as school meals. You should grasp the main points and write clearly. " (3) Practice more expository and argumentative essays. Zhu Ziqing thinks: "In real life, expository writing and argumentative writing are much more used than narrative writing and lyric poetry ... and they can also train their own thinking. Therefore, you should practice these two languages more. " The method of this exercise is: "Give students some familiar topics ... or some current topics, let them make speeches or posters, and the imaginary readers are ordinary people ... Only in this way can they win."
Zhu Ziqing emphasized the important role of reading aloud in composition training, and put forward two viewpoints: theme and writing practice. One is that he believes that students should start from writing news stories and choose small-scale theme content closely related to real life. The significance of this practice lies in making students' compositions useful, thoughtful and effective. On the other hand, he advocates that students should be encouraged to practice argumentative writing more. His conclusion is that these two styles are not only practical, but also enable students to penetrate into the real content through the practice of these styles and increase their understanding of social life. These arguments can prove that Zhu Ziqing, as a writer, often regards Chinese education as creative self-sustaining. Talking about composition training with the writer's views on theme and style just illustrates the characteristics of Zhu Ziqing's Chinese education thought.
In Zhu Ziqing's view, the following four aspects must not be ignored if composition training is to achieve its own goals. First, pay attention to students' clear context and correct use of punctuation marks when completing the composition. Second, it is especially important to realize the extremely close relationship between reading aloud and students' compositions. Third, starting with news stories, inspire students to write from a small place, close to life and close to themselves. Fourth, pay attention to practicing the two styles of expository writing and argumentative writing, so that students can gain more profound realistic content and ideological understanding in this experience.
(2) Technical training
Zhu Ziqing believes that technical training is one of the core contents of education in China. Related to this, he has unique views on the understanding and appreciation of the article:
"Understanding and appreciation is an important training process in middle school Chinese curriculum. Children can gradually understand language from an early age, but their understanding of literature must be cultivated through compulsory learning. ..... Understanding is to analyze the meaning of the original text and criticize the original text ... and appreciation lies in correct and thorough understanding. Appreciation does not mean adding abstract and ambiguous comments such as' good, beautiful, elegant, wonderful ...' to the text ... We should find out those unique innovations or archaic things from the choice of vocabulary and metaphor, the organization of chapters and sentences, and the author's intentions and efforts. "
The so-called "understanding and appreciation" here means "technical training", that is, focusing on letting students understand the rhetorical vocabulary, organizational structure and the author's will. Zhu Ziqing advocated technical training in Chinese education, which showed his firm and independent educational philosophy. In fact, the concept of neglecting the connotation of Chinese itself and leaning towards ideological guidance obviously needs to be corrected. Zhu Ziqing is really dissatisfied with China's education's indifference to the structure, meaning, vocabulary, paragraphs and sentence patterns of the article. He put forward the main contents of "technical training", including: (1) paying attention to the meaning of words. (2) Understanding and analyzing sentence patterns, especially special sentence patterns, actually shows a special psychological state. (3) Explain the paragraph. It should be able to show the organization and development order of the original text. (4) explain the main idea. "Remind students to pay attention to important words and guide them to study how the theme of the full text develops." (5) Understand the organizational structure. "It is very important to explain the organizational changes of this article within the scope of understanding and appreciation." (6) Explain the text. (7) Explain examples of metaphors and allusions.
On the one hand, it is to understand the meaning of words, words, sentence patterns and allusions. On the other hand, it is to appreciate the theme, paragraph and structure. In fact, this kind of "understanding and appreciation", that is, technical training, is an extremely important core content of education in China. Chinese education should take this as the basis and background, and put the cultivation of students' understanding and appreciation ability in a very prominent position. Zhu Ziqing's brand-new view in this respect is that understanding the organizational structure of the article is the most important part of cultivating students' understanding and appreciation ability, so as to grasp the sentence pattern, theme, paragraphs and allusions of the article.
Zhu Ziqing also summarized several methods of "technical training": (1) teacher explained. Ask teachers to "analyze the text in detail" ... and give middle school students full practice. Every step of this work must have many details, which need practical and consistent implementation ... The main purpose of the exercise is to let students find their own difficulties and seek solutions. (2) Students should be familiar with reading and often hold dictation and recitation. (3) Research on the problem. "The best teachers are just in a passive position, using hints to help students find problems and solve them." Zhu Ziqing publicly advertised that "students should strengthen reading and reciting, and teachers should help students find and solve problems" is an important method of technical training. In particular, it emphasizes the leading role of teachers' explanation in technical training. Here Zhu Ziqing once again emphasized the great role of "reading" (reading aloud and reciting) in Chinese education.
Third, the educational methodology of "intensive reading, skimming, reading and reading"
Zhu Ziqing's educational method theory of "reading" seems to be a strange theory in the education field of China, which has always emphasized "speaking". But I think: first, the strange concept of "reading" is the most unique part of Zhu Ziqing's Chinese education thought. In fact, he regards "reading" as the most important means and method of Chinese education. It is certainly unique and brand-new to understand Chinese education and solve specific problems from the concept of "reading". Secondly, Zhu Ziqing's concept of "reading" includes his intensive reading, skimming, speaking and reading (reading aloud, reciting and reading silently), and he most strongly feels the extremely important role and position of "reading" in Chinese education. He said: "Reading is the most useful, so we should pay special attention to it in Chinese teaching." Thirdly, judging from the actual situation of education in China, teachers are more important than explanations, and students ignore reading for a long time. Zhu Ziqing's main thing is
Strive to get rid of the classroom atmosphere dominated by teachers' explanations, and strive to establish a new concept of intensive reading and skimming under the guidance of teachers. Fourthly, how much he hopes to spread the splendid culture inherent in China through the generosity of students' intensive reading, skimming, speaking and reading, and firmly believes that "reading" has made great contributions to education in China. In essence, he criticized the content training of "reading" which has been neglected by China education for a long time. In particular, he asked Chinese education to increase its appeal through the help of "reading" on the basis of its educational function. His specific ideas are as follows.
(A) intensive reading must "leave no fragments, give full play."
It includes two contents: first, let students preview. That is, read the full text, analyze punctuation, understand the full text, find out the meaning of new words and answer the teacher's questions. The second is class discussion. "In the discussion, there are mistakes to be corrected, omissions to be added, and difficulties to be clarified. After saying something that must be said, give the students a concise review outline. " In other words, Zhu Ziqing specifically understands the concept of intensive reading as answering and clarifying questions with students as the main body in preview and discussion, with special emphasis on students' subjective initiative. The real meaning of intensive reading is to explore and solve problems, which is quite insightful.
Skimming requires "skimming, expecting complacency."
Zhu Ziqing believes that skimming guidance refers to giving students detailed guidance and explanation in five aspects: version, preface, reference books, reading methods and problems. Zhu Ziqing's concept of skimming obviously means that students grasp the main contents of the outline and read it under the guidance of teachers, so as to acquire knowledge more quickly. This concept immediately makes people realize that the significance of skimming is to let students master good tools, ancient books and reading methods in order to acquire the ability to solve problems, which is very important and realistic.