Principle: 1. Laws or standards on which to speak or act; Generally speaking, it means something in general. Modern Chinese Dictionary Fifth Edition P 1676
The word "teach" has two pronunciations, namely, two meanings: 1. When jiāoxué is pronounced, the word "teach" means "impart knowledge or skills to people", the fifth edition of Modern Chinese Dictionary, p. 683. Teaching refers to the interactive behavior between "imparting" and "learning". The actors at both ends of this relationship are not specifically teachers and students in schools; 2. When reading jià oxué, the original meaning of "teaching" is "teaching" and "teaching". At this time, "teaching" is "the process of teachers imparting knowledge and skills to students." Modern Chinese Dictionary 5th Edition P69 1
It should be pointed out that "teaching" in pedagogy is the unity of teachers' teaching and students' learning. For the convenience of expression, as educators, we need to clarify the concepts when studying and discussing the technical and artistic categories of Chinese courses. The following parts of this topic point to teachers' teaching behavior except for special definitions.
The existence of teaching profession is closely related to the need of human society to exert positive and effective influence on people with mental development. This social demand naturally puts forward moral and scientific requirements for the roles of teachers and performers. Teaching principle is the embodiment of these requirements in the sense of educational ethics and educational teaching technology.
Teaching principle is the code of conduct that teaching should follow. "Teaching principles are the basic requirements and guiding principles that must be followed in teaching. Pedagogy 395 (PEP 1984.4) compiled by the Education Department of Nanjing Normal University is a principle, so it has rigidity that cannot be trampled on or violated.
The study of teaching principles mainly focuses on refining and induction, and should follow the path of "from practice, higher than practice and attributed to practice". The expression of teaching principles can follow the logic of principle, systematicness and certainty. We also have to think: are there "high and low ends" in teaching principles-prohibitive provisions and guiding norms?
With regard to "Chinese teaching principles", we need to explain four points: first, we must pay attention to the fact that the discourse system of teaching theory used in "Chinese curriculum standards for full-time ten-year compulsory education (experimental draft)" and "Chinese curriculum standards for ordinary high schools (experiment)" has been updated to the new curriculum era, and the word "teaching principles" should be avoided; Secondly, it is not difficult to determine that "the special teaching operation standard for Chinese courses" is the principle of Chinese teaching; Third, the general pedagogy teaching principles that are theoretically applicable to all courses are the natural content of Chinese teaching principles; Fourthly, Chinese teaching is not just a part of classroom teaching. Chinese teachers have professional obligations, such as preview before class, homework correction after class, evaluation and management of academic performance, organization and management of extracurricular activities, and curriculum construction and development, so they should have code of conduct.
A glimpse of Chinese teaching principles
Xue Ji is the original book of pedagogy, and our forefathers have summed up many educational ethics thoughts, such as "learning from each other's strengths, teaching students in accordance with their aptitude, step by step, coaxing and avoiding analogy". Broadly speaking, the education and teaching in ancient China is equivalent to the teaching of Chinese courses, so these principles are the original contents of Chinese teaching principles.
/kloc-Comenius, a Czech educator in the 0 th and 7 th centuries, systematically studied the teaching principles. He listed as many as 37 teaching principles, which is very complicated! The principles that have great influence on later teaching are: intuition, consciousness, systematicness, thoroughness and consolidation.
Kailov, an educator in the former Soviet Union, the author of Pedagogy, the first systematic work of Marxist educational theory system, put forward five teaching principles: systematic principle, intuitive principle, consolidation principle, ability principle and consciousness principle. The influence of Kailov's education and teaching theory on China's education should not be underestimated.
Principles, principles, had a strong political flavor in China before and after the Cultural Revolution. The teaching principles, which originally belonged to the scientific category of Chinese teaching and were based on professional and technical norms, were obscured and alienated. The basic characteristics of Chinese curriculum laid by Ye Sanlao in the early stage of Chinese curriculum construction-nationality, scientificity, popularity and culture-can undoubtedly be used as the principle of Chinese teaching. Typical sayings are "integration of literature and Taoism", "consistency of language" and "modernization".
In the era of "Chinese Teaching Method", the Chinese Teaching Method for Middle School (1980 People Education Edition) jointly compiled by Chinese departments of Wuhan Normal University, Southwest Normal University and Beijing Normal University has condensed collective wisdom and exerted great influence! The principle of "unity of ideological education and Chinese education, combination of speaking and reading teaching and composition teaching, combination of basic knowledge teaching and basic training, intensive speaking and more practice" is a summary of the personal experience of the previous generation of Chinese teachers, which was regarded as the standard by the next generation of Chinese teachers after the Cultural Revolution.
In the monograph Introduction to Teaching Principles, Hubei People's Publishing House 1982, Mr. Che put forward some teaching principles, such as the unity of science and ideology, the combination of theory and practice, the combination of imparting knowledge and developing ability, the combination of teachers' leading role and students' consciousness and enthusiasm, the unity of intuition and abstraction, the combination of systematization and step by step, the combination of understanding and consolidation, the combination of ability and efforts, and the combination of unified requirements and teaching students in accordance with their aptitude. It is very representative in the study of teaching principles at the end of the Cultural Revolution.
Mr. Zhang Chuting can be said to be a representative figure in the study of China's teaching principles in the 20th century. The current theory of teaching principles 1993 Hunan Normal University Edition and the teaching principle construction theory proposed by the syllabus 1999 Higher Education Edition have a strategic position. The systematicness of the teaching principles mentioned is worth learning. "Teaching principles of imparting knowledge and cultivating ability, intellectual training and mental training, thinking training and operation training, convergent thinking development and divergent thinking development, teachers' leading role and students' main role, and in-depth and simple coordination."
Mr. Wang Songquan's New Theory of Chinese Teaching Principles is divided into two parts. In 2000, it was published in "Middle School Chinese Teachers Edition", and some new viewpoints with high professional level were put forward: 1. The principle that language teaching serves the cultivation of speech ability; 2. The principle of unity of speech content and speech form; 3. The principle of giving consideration to both written language and oral language; 4. The principle of combining language sense experience with intellectual development; 5. The principle of combining classroom Chinese learning with life speech practice.
Peng Xiaoming pointed out in the third issue of Journal of Qiqihar University, Philosophy and Social Sciences Edition in 2002 that "the principle of Chinese teaching is the basic requirement and principle that Chinese educators must follow. At present, the principles of Chinese teaching in books, textbooks and papers are too broad or backward to guide the current Chinese teaching. In order to meet the needs of modern teaching, it is urgent to update the concept of Chinese teaching and put forward new Chinese teaching principles. " Mr. Peng believes: "Modern Chinese teaching should follow the principles of acquisition, openness, innovation, aesthetics, individuality and democratization."
Li Weiding listed three principles of Chinese teaching in the second quarter of chapter 9 of his famous book "On Chinese Curriculum in 2004"-holographic principle, practical principle and interactive principle, but the three principles are divided into three points with distinct views: listening, speaking, reading and writing are combined repeatedly to develop language ability in a holographic way; Knowledge, ability and emotion are consistent, and the holographic development of speech subject; Big Chinese and small Chinese are closely linked to construct a holographic language education system; From the teaching content of the course, Chinese teaching requires the combination of knowledge, experience and practice, so as to make knowledge experiential; From the teaching process, the essence of Chinese teaching process is practice, and the mechanism of practice is the mutual transformation of words and meanings in speech activities; From the perspective of teaching objectives, the practicality of Chinese teaching requires the unity of presupposition and goal generation; The interactive relationship between teachers and students; Interaction between students; Teachers, students and social activities.
Teacher Wang Ping published a monograph "Reflections on Chinese Teaching Principles" in the 4th issue of journal of changji university in 2005, and discussed the basic characteristics of the system of Chinese teaching principles: systematicness, pertinence, humanity, education and guidance. Combined with the background of the new curriculum era, this paper puts forward several principles of Chinese teaching: the principle of coordinating Chinese knowledge and ability, the principle of coordinating Chinese mental efforts and Chinese intellectual development, the principle of coordinating emotional experience and speech practice, the principle of coordinating dialogue subjects (teachers, students and texts), and the principle of coordinating Chinese learning in class and extracurricular learning. There is another commendable place in Reflections on the Principles of Chinese Teaching: it studies the principles of Chinese teaching in the historical sense from the development clues, and points out many shortcomings in many expositions.
The book Research on Chinese Teaching in Middle Schools, edited by Mr. Wang Shangwen, puts forward four principles of Chinese teaching: holographic principle, aesthetic principle, practical principle and creative principle. Language sense theory is its background color.
Pedagogy, edited by the Education Department of Nanjing Normal University, points out that "teaching is the basic way of education, and all teaching activities should adhere to the general direction of all-round development, so this is the primary teaching principle. In the teaching process, only by combining the leading role of teachers with the initiative of students can teaching activities be carried out smoothly, so it must be followed in teaching. Teaching activity is essentially a cognitive activity. How to unify knowledge structure with students' cognitive structure is the key to improve students' cognitive level quickly. Therefore, the principle of the unity of knowledge structure and students' cognitive structure should be implemented in teaching. Finally, a variable factor in the implementation of teaching is that students with personality and different students must be educated in a targeted manner, so it is very unnecessary to implement teaching in accordance with their aptitude. These four teaching principles are the basic requirements for correctly mastering and applying teaching rules. " (1984 PEP) P396
When Professor Wei Benya of Xuzhou Normal University talked about the principles of Chinese teaching in his Chinese Pedagogy, "we think that the principles of Chinese teaching should be less mentioned and concise." He elaborated on the connotation and implementation of the four principles of Chinese teaching: the principle of combining literature with Taoism, the principle of "language and thinking", the principle of "reading, writing and oral communication" and the principle of Chinese practice and innovation.
Looking at the above Chinese teaching principles and looking at the blackboard of the podium through the misty chalk dust, it is not difficult to find that the existing Chinese teaching principles have not completely entered the new curriculum era. ...
On the typical principles of Chinese teaching
In order to completely describe the changes of the above-mentioned Chinese teaching principles, the author thinks there are many difficulties, so I consider: those familiar from the ancient Chinese educational tradition, such as respecting teachers, teaching students in accordance with their aptitude, step by step, learning from each other's strengths, and combining learning with thinking; Those that are in tune with the discourse system of teaching theory in the new curriculum era and closely related to the practice of Chinese curriculum should be as detailed as possible.
1. Combination of literature and Taoism
The combination of literature and Taoism, also known as the unity of literature and Taoism, is originally a category of literary creation. "Wen" is the form of literary creation, and "Tao" is the idea conveyed by literary works. The dispute between literature and Taoism in the ancient history of China has a long history, and the dispute between formalism and essentialism in the history of literature has never stopped.
1959 There was a so-called "educational revolution", which emphasized that education should serve proletarian politics, put politics first, and separated or opposed "literature and Taoism". It is quite common for Chinese classes to become ideological and political education classes. Faced with the increasingly serious phenomenon of distorting the nature of Chinese subject and its serious influence on the quality of Chinese teaching, the relationship between "literature and Taoism" has been hotly debated in Chinese education circles. To sum up, there are three viewpoints: first, it emphasizes that Chinese teaching is based on "Tao"; The second is to emphasize that Chinese teaching should focus on "literature", and the third is to think that both should be paid equal attention. The result of this debate ended with an editorial entitled "On the Purpose and Task of Chinese Teaching" published by Wen Wei Po on February 3, 196 1. While emphasizing the instrumentality of Chinese, the editorial also emphasizes that we cannot leave the "correct political direction". The language circle has come to a conclusion that "literature and Taoism are integrated and cannot be neglected". Although this is not comprehensive, it is at least a great progress in understanding.
The "Tao" in the "combination of literature and Taoism" has the characteristics of the times, and the content of "Tao" is different in different periods. In feudal times, the main body of "Tao" was "three cardinal guides and five permanents" and "three obedience and four virtues", out of the need to maintain the feudal ruling order. In the early days of the founding of New China, people devoted themselves to building socialism, and socialist education for the younger generation became the requirement of the times, and "Tao" became synonymous with political and ideological education. During the "Cultural Revolution", "Wen" became the works of Marx, Engels, Lenin, Stalin and Mao Zedong, and "Tao" became Marxism-Leninism and Mao Zedong Thought. At the beginning of the new century, the state promulgated the Outline of Citizen Morality and the Outline of Curriculum Reform. These programs are people-oriented, and from the perspective of teenagers' growth, they put forward that "Tao" is moral norms. In the new era, "Tao" has been given a new meaning. "Chinese Curriculum Standard" puts forward: "In the process of learning Chinese, cultivate patriotic feelings, cultivate the quality of socialist road, gradually form a positive attitude towards life and correct values, and improve cultural taste and aesthetic taste." The "Tao" of Chinese education has also become "feelings, qualities, attitudes and values". After understanding the meaning of "Tao", we need to understand that "Tao" is not an ideological or political symbol independent of the article, but just a "Tao" contained in and displayed by the article. Reference —— Wei Benya's Chinese Pedagogy
2. Teaching with questions is necessary.
Zhu, a Confucian "Asian sage", believes that reading should be suspicious. He often asks questions in an enlightening way in teaching. He pointed out: "those who study without doubt must receive education with suspicion;" If there is doubt, there must be no doubt, and there will be progress here. "The Compilation of Learning Rules also said:" If the book becomes unclear, it will become suspicious and suspicious. After that, doubts are gradually read and interpreted, and even integrated. Without doubt, learning begins. "The case of Huiweng's research shows that learning must be able to find and eliminate doubts, thus promoting the progress of learning. Thus, learning is a process of "no doubt-no doubt-no doubt". Therefore, only by being good at asking questions can we complete the process of "no doubt-doubt"; Only by being good at solving problems can we complete the process of "doubt-no doubt". He further pointed out the specific "suspicious" way: "Read the text carefully. Although I have seen it before, I still need to review it carefully. You can watch three or two episodes a day. This is not a suspicious place, but there is no doubt that all the work is there. "Thinking always starts with the problem. Zhu's principle of "teaching with doubts" guides teachers to pay attention to guiding students' doubts and forming habits in Chinese teaching, thus cultivating students' innovative thinking, which has a great impetus to quality education today.