The Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft) (hereinafter referred to as the Chinese Curriculum Standard) states the nature and status of Chinese curriculum in this way: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum "Chinese is the most important communication tool", which means that there are many tools for human communication, but Chinese is the most important. Chinese is an important part of human culture. My understanding is that Chinese presents the essence of human culture that is considered suitable for teenagers to learn, which is conducive to the inheritance of human culture and the growth of teenagers. From this perspective, Chinese teaching should teach students to use this tool, and Chinese teaching should inherit human culture and promote the healthy growth of teenagers.
"The unity of instrumentality and humanism is the basic feature of Chinese curriculum." This is the definition of the nature of Chinese curriculum. There are many controversies about the instrumentality and humanity of Chinese curriculum in Chinese academic circles. I won't argue about it. This article does not talk about whether it conforms to the characteristics of Chinese subject. Since the Chinese curriculum standard has been defined, the author will explain it according to his own understanding. This paper expounds how to embody and implement "the unity of instrumentality and humanity" in Chinese teaching.
What is a "tool"? There are two definitions of "tools" in Modern Chinese Standard Dictionary: "(1) Instruments used in productive labor. Including hand-operated hoes, axes, knives and hammers, as well as turning tools, drills and grinding wheels used on machines. (2) Metaphor is something or a means to achieve a certain purpose. " Obviously, to say "the most important communication tool in Chinese" is to use its figurative meaning. As an instrumental feature, from the perspective of life, Chinese is an indispensable tool in people's lives. From the perspective of inheritance and development, Chinese is a tool to inherit and develop human culture. As a Chinese teaching, we should teach teenagers to master the communication tool "Chinese" and learn to inherit and develop human culture with this tool. As a concrete Chinese teaching practice, the instrumentality of Chinese should be reflected in having basic Chinese knowledge-words, sentences, grammar, rhetoric, logic and other basic Chinese abilities-listening, speaking, reading and writing, and inheriting and developing the essence and spirit of human culture through Chinese.
What is "humanity"? The dictionary of modern Chinese norms interprets "human nature" as "referring to various cultural phenomena in human society." We know that culture is a symbol, value and norm shared by human beings, or a nation and a group of people. Symbol is the foundation of culture, values are the core of culture, and norms, including customary norms, moral norms and legal norms, are the main contents of culture. The author learned from a material that "a person's spiritual world has three pillars: science, art and humanities." Science pursues truth, gives people reason, and science makes people rational; Art pursues beauty, giving people sensibility and passion; Human nature pursues goodness, gives people understanding, and faith in human nature makes people pious. "I want to draw a simple conclusion: whether it is a cultural phenomenon or a spiritual pillar, it shows that' humanism' is an attribute that distinguishes people from other creatures and is particularly important to human beings. Without humanism, people can't be people. Therefore, it can be said that the "humanity" of Chinese, in a sense, plays an important role in "calling a person", and Chinese education is to educate a "natural person" into a "humanistic person". This can also be fully seen from the process of Chinese practice. Therefore, the "humanity" of Chinese teaching is to improve the spiritual quality of teenagers, which is the "emotion, attitude and values" mentioned in the three-dimensional goal. In other words, the process of Chinese education should always run through humanistic education with cognitive education, emotional education, aesthetic education, ideological education and personality education as the main contents.
The key to the sentence "the unity of instrumentality and humanity is the basic feature of Chinese curriculum" is the word "unity". They are not antagonistic, but unified. Some people vividly compare it to the inside and outside of a skin, two sides of a coin, not two skins or two coins, which is very good. In other words, the two aspects of the basic characteristics of Chinese are inseparable, and we can't favor one over the other. Instrumentality and humanity are the relations between exterior and interior, skin and hair, blood and flesh. Instrumentality is "external" and humanity is "internal". Instrumentality is the carrier and humanity is the soul. Instrumentality is like "skin" and humanity is like "hair". "If the skin doesn't exist, how can the hair be attached?" Instrumentality is like "meat", humanity is like "blood", and blood and meat are vivid life. Instrumentality and humanism are innate and complement each other. Without tools, there is no need to offer Chinese classes, and there is no way to talk about human nature; Without humanity, there are only isolated words, phrases, sentences and boring and mechanical language training in Chinese class, and Chinese class has lost its vitality, emotion and charm. In Chinese teaching practice, instrumentality and humanism should be presented at the same time and organically combined. As Zhu Guangqian, an aesthetic educator, said, "In words, in essence, in thoughts and feelings." "The essence of language is the essence of emotional thinking, and the form of language is also the form of emotional thinking. Emotional thoughts and language are parallel and consistent, and there is no internal or external distinction. " Therefore, I think that all Chinese teachers' teaching practice is a real Chinese class as long as they have the "unity of instrumentality and humanity". If they deviate from the beacon of "unity of instrumentality and humanity", they may not be Chinese classes.
The unity of instrumentality and humanity of Chinese determines that Chinese curriculum should be devoted to the formation and development of students' Chinese literacy. Chinese literacy is the basis for students to learn other courses well, and it is also the basis for students' all-round development and lifelong development. The multiple functions and basic functions of Chinese course determine its important position in the nine-year compulsory education stage. "This passage in the Chinese curriculum standard fully illustrates the importance of Chinese teaching to a person's all-round development and lifelong development. Compared with other subjects, Chinese has a basic position in the foundation; From the perspective of a person's development, Chinese is related to how a person develops and what kind of person he becomes. Just as literary critics say that "literature is a human study", to some extent "Chinese is a human study". Without Chinese, people may not be able to call him a person. So, you have to ask me what is language? I tell you: Chinese is the most important communication tool, and Chinese is a subject that makes people become people.
Second, what is taught in Chinese class?
What is taught in Chinese class? This is a problem that must be seriously considered, and it is also a very important problem. Just like a person who walks without a destination, no matter how far and how long he walks, he is blind, aimless and ineffective; Just like a person does something without knowing why, it is futile to do it anyway. However, after understanding the nature and status of Chinese curriculum and the overall goal of Chinese curriculum, the question of what to teach will be understood. The "Chinese Curriculum Standard" "The second part of the overall goal of the curriculum" is divided into ten parts:
1. In the process of Chinese learning, cultivate patriotic feelings and socialist moral quality, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste.
2. Understand the richness of China culture and absorb the wisdom of national culture. Care about contemporary cultural life, respect multiculturalism, and absorb the nutrition of excellent human culture.
3. Cultivate the emotion of loving Chinese, cultivate self-confidence and good habits in Chinese learning, and master the most basic Chinese learning methods.
4. While developing language ability, develop thinking ability, stimulate imagination and creative potential. Gradually develop a scientific attitude of seeking truth from facts and advocating true knowledge, and initially master scientific thinking methods.
5. Be able to actively carry out inquiry learning and learn and use Chinese in practice.
6. Learn Chinese Pinyin. Can speak Mandarin. Know about 3500 commonly used Chinese characters. Can write Chinese characters correctly and neatly, and has a certain speed.
7. Have the ability to read independently, pay attention to emotional experience, have rich accumulation, and form a good sense of language. Learn to use a variety of reading methods. Be able to understand and appreciate literary works, be influenced by noble sentiments and interests, develop their personality and enrich their spiritual world. Can read simple classical Chinese with the help of reference books. The total amount of extracurricular reading in nine years should be more than 4 million words.
8. Be able to express your meaning in a specific and clear way. Be able to write in common expressions according to the needs of daily life.
9. Have the basic ability of daily oral communication, learn to listen, express and communicate in various communication activities, initially learn to conduct interpersonal and social communication in a civilized way, and develop the spirit of cooperation.
10. Learn to use commonly used Chinese reference books. Initially have the ability to collect and process information.
The author extracts the key words of the above content, and has the following inaccurate classification of the overall goal: 1, basic knowledge, basic skills. Have the basic ability of oral communication such as learning Chinese Pinyin, using Chinese reference books, speaking Mandarin and writing Chinese characters correctly and fluently, learn to listen, express and communicate, have strong reading ability and fluent expression ability. 2. Comprehensive practical ability. Have the ability to collect and process information, actively explore and learn, use Chinese in practice, develop thinking ability and stimulate imagination and creativity. 3. Literacy and methods. Including developing good study habits and mastering scientific learning methods and thinking methods. 4. Emotions, attitudes and values. Including cultivating patriotic feelings and socialist moral quality, forming a positive attitude towards life and correct values, improving cultural taste and aesthetic taste, drawing on the wisdom of national culture and the nutrition of excellent human culture. If the above contents are further condensed, Chinese is to cultivate students' ability of "listening, speaking, reading, writing and thinking", methods of learning and thinking, noble moral quality, positive attitude towards life and correct values. If "methods of learning and thinking, noble moral quality, positive attitude towards life and correct values" are classified as "thinking", then Chinese is to cultivate students' listening, speaking, reading, writing and thinking abilities.
From the above analysis, we can see that the task of Chinese teaching is not to impart knowledge, nor to cultivate the problem-solving ability of subjects, but to cultivate students' basic ability to adapt to society and their own development. It is a discipline to cultivate and improve people's basic literacy and quality. If our teacher's teaching design and implementation are not for this purpose, then there may be problems in our teaching. According to my investigation, quite a few of our Chinese teachers still follow the same routine in their lectures and reading: browsing the text, marking the serial number in front of each natural paragraph, drawing the paragraph level with students' questions and answers, summarizing the main idea of the paragraph, summarizing the central idea, analyzing the writing characteristics and so on. I'm not saying that it can't be taught like this, but what is the purpose of this design and what kind of effect it will achieve. The same teaching design and the same teaching behavior may have different effects because of different purposes and objects. If the purpose is to dredge the theme of the article, explain the content of the article and analyze the language characteristics, it will seriously deviate from the overall goal of the Chinese subject. Such a Chinese class is not necessarily a Chinese class. In other words, if it is to cultivate and improve students' basic Chinese literacy and ability, it is Chinese class.
Chinese teaching is nothing more than "listening, speaking, reading and writing", whether it is a Chinese class in Grade One or Grade Nine. Without "listening, speaking, reading and writing", it is certainly difficult for any teacher to teach Chinese. "Listening, speaking, reading and writing" is the basic content and form of Chinese teaching, and there should be no big objection. What I propose to teach Chinese today also includes these four aspects, but I want to propose a more important content-"thinking". Chinese teaching can not be without "thinking", and Chinese teaching should be centered on "thinking". The connotation of "thinking" here is very rich, which can be understood as "thinking", "thinking" and "thinking", as well as "thinking" and "feeling". "Thinking" can lead to self-clarity and freedom, public knowledge and rules, and realize the goal of Chinese teaching-"the unity of instrumentality and humanity". Chinese teaching should use "thinking" to create a colorful and meaningful Chinese life. Chinese teaching is smart because of the existence of "thinking", and Chinese teaching is brilliant because of the prominence of "thinking". "Listening, speaking, reading, writing and thinking" is the core content of our Chinese teaching. By cultivating the five abilities of "listening, speaking, reading, writing and thinking", our Chinese teaching has become a real Chinese classroom.
What is taught in Chinese class? Listen, speak, read, write and think. This is my understanding of Chinese class. Chinese class is the ability to teach students to listen, speak, read, write and think. Compared with cultivating students' ability of "listening, speaking, reading, writing and thinking", the specific knowledge carried by listening, speaking, reading, writing and thinking is of little importance. Just like a chicken has learned the skills of foraging, is food still a problem for it? The kitten learned to fish. Is fish still a problem for it? However, is this the way to reflect on our Chinese teaching? Do you want to analyze the text for the sake of analyzing it, or do you want to cultivate students' ability of "listening, speaking, reading, writing and thinking"? Is your teaching of "listening, speaking, reading, writing and thinking" aimed at cultivating students' ability of "listening, speaking, reading, writing and thinking" or focusing on remembering what you have taught?
Based on the above understanding, I think, what to teach in Chinese class? Teaching design based on ability and emotional goal —— Training the ability of "listening, speaking, reading, writing and thinking". Chinese class is to teach students how to listen, speak, read, write and think.
Third, how to teach Chinese?
Since Chinese is to cultivate students' ability of listening, speaking, reading, writing and thinking. Then, Chinese teaching should focus on improving students' ability and quality of "listening, speaking, reading, writing and thinking", cultivating methods and habits of learning and thinking, and cultivating students' positive attitude towards life and correct values.
Cultivating students' abilities of listening, speaking, reading, writing and thinking is the fundamental task of Chinese teaching. The five aspects of "listening, speaking, reading, writing and thinking" are all centered on "thinking", which are relatively independent, interrelated and restricted, and cannot be arbitrarily neglected.