I. The initiator of "Chinese flavor" The initiator of "Chinese flavor" is Cheng Shaotang, a native of Wuhan, Hubei Province (formerly Xinzhou County), the founder and core figure of the Chinese flavor teaching school, a representative of the "new generation" of famous Chinese teachers in China after the reform and opening up, the editor-in-chief of high school Chinese textbooks in the new curriculum standard of Guangdong Education Edition, the special master tutor of South China Normal University and Nanjing Normal University, and the middle school Chinese teaching researcher of Shenzhen Academy of Educational Sciences. In the first half of 200 1, Cheng Shaotang formally put forward the concept of "Chinese flavor". Nowadays, the word "Chinese flavor" has become a new term quoted by many colleagues. Second, what is "Chinese flavor"? China classical aestheticians creatively transformed the concept of "taste" into the basic category and logical starting point of China's classical aesthetics, and its basic meaning is "meaning" or "interest". It is a concrete and abstract concept. It is specific because when talking about "taste", the object to be talked about must have reached a relatively high level, and the general level of things is not enough to talk about "taste". The reason why it is abstract is that when it comes to "taste", it enters a vague or inexplicable but relatively high realm. It can be seen that "taste" is a high-level concept in China's traditional aesthetics, which is not easy to make clear, and once it is made clear, it is often "not enough taste" or "not enough taste", so-called "soup is tasteless". Inspired by this, I realize that Chinese teaching is an art, and its aesthetic personality and highest realm should also be "taste", that is, "Chinese taste" The Chinese aesthetic system based on "Chinese flavor" is a Chinese aesthetic system that conforms to the characteristics of Chinese curriculum and teaching. (1) What is "taste"? The Xinhua Dictionary explains the meaning of "taste" as follows: the feeling the tongue gets when it tastes something: taste. Taste (and interest). Taste. The feeling of smelling things through the nose: smell. Smell. Fun: fun. Fun. Meaning. With relish. Experience, research: body odor. Interesting. Quantifier refers to a Chinese herbal medicine: five herbs. (2) What is "language"? There are different understandings of "Chinese", and the classic understanding is the viewpoint of "three elders" (Ye Shengtao, Lv Shuxiang and Zhang Zhigong). Elymus thought, "What is Chinese? Generally speaking, spoken language is called spoken language, and writing on paper is called written language. English is spoken and Chinese is written. When spoken and written languages are connected, it is called Chinese. " Lu Lao also made a clear explanation: "The language here refers to spoken language, and the text here refers to written language. In this way, Chinese teaching is the teaching of spoken and written language. " Therefore, "Chinese" is a teaching activity and process of "the generation, mastery and application of language and language learning". Its task and goal is to guide students to "understand the law of language generation" and then "master and use" language, and have the ability to learn language and form habits. Accordingly, "Chinese teaching" refers to the language teaching of listening, speaking, reading and writing for students with standardized Chinese textbooks and extracurricular reading materials. Chinese teaching is the foundation and core of the whole Chinese teaching, and any form of Chinese teaching must take language practice as the main body and destination. (3) What is "Chinese flavor"? So, according to this speculation, does "Chinese flavor" include the following meanings? In addition to the Chinese class, there is also a class that combines instrumentality and humanity, as well as the aesthetic personality of teachers' teaching, which is also a kind of "Chinese flavor". The so-called "Chinese flavor" essentially requires Chinese teaching to reflect the essence of "Chinese subject" (not other subjects) and the main or core characteristics of Chinese subject. First, it is necessary to fully reflect the interest and significance of Chinese (the basis for distinguishing other disciplines); Second, there should be experience, research and appreciation in specific teaching or operation, so as to improve students' Chinese literacy; Third, Chinese classroom teaching should be tasteful, and of course it should also include stimulating students' interest in learning Chinese, so that students can feel that learning Chinese is tasteful. Pay attention: don't let "Chinese flavor" become a kind of "flavor", let alone "Chinese flavor" become "flavor"! "Chinese flavor" ≦ "Chinese flavor", "Chinese flavor" ≦ "Chinese flavor" Otherwise it will be dry and boring. As Ye Shengtao said, "When we read an article, whether it is a poem or a song, we should chew it like eating ... and identify its taste." Cheng Shaotang believes that "Taste of Chinese" is actually an attempt, which includes all kinds of new ideas, concepts and methods related to Chinese teaching, and absorbs and integrates the teaching art essence of all outstanding Chinese teachers at all times and all over the world and the strengths of various schools in Chinese teaching reform. In addition, even the aesthetic personality of Chinese curriculum and teaching should be "Chinese flavor". Some experts also define "Chinese flavor" as: "In the process of Chinese education, on the premise of mutual learning between teachers and students, students can experience an intoxicating aesthetic pleasure mainly through emotional stimulation and language taste." Thirdly, how to teach Chinese well in class is also a psychology. Texts should be the source of students' inner experience. There should be emotional life and spiritual activities in class. Chinese teaching is a failure if students can't rely on language to guide, feel, empathize and benefit, because it is far from the essence of Chinese. In my opinion, whether we understand "Chinese flavor" or teach "Chinese flavor" in class, we should closely follow the basic nature of Chinese subject, that is, instrumental and humanistic. The so-called instrumentality, Ye Lao thinks that "language is a tool", and this "tool" includes four aspects: first, the tool of life; Second, "tools for thinking and communication"; Third, the tools of other disciplines (the above three aspects are the foundation); Fourth, the tool (ultimate goal) for the cultural rejuvenation of the Chinese nation. According to China scholar Wu Guosheng's research, "humanities" generally includes "people" and "literature", the former is about the ideal "people" and "ideal humanity", and the latter is a subject and course (usually "humanities") set up to cultivate this ideal humanity. Because the concept of "human" as the first aspect of human nature is a more important and basic aspect, in order to emphasize this more important aspect, people have the saying of "humanistic spirit" (a critical attitude and spirit based on philosophical reflection on human beings, that is, a spirit of freedom). Humanism is simply human nature, that is, lofty, beautiful and kind human nature, and the culture that cultivates this human nature. Therefore, "humanity" in Chinese subject contains at least three meanings: first, it embodies "humanity" (meaning of education), that is, it emphasizes the rich humanistic connotation of language literature to cultivate and infect students, expand and deepen their spiritual field, and consolidate the "root" of their humanistic spirit. Specifically, it is to guide students to explore the humanistic value of Chinese characters, that is, the national ideological understanding, historical culture and national feelings contained in Chinese characters, pay attention to experiencing the unique feelings of China, learn the excellent culture of the Chinese nation, and in short, cultivate "national identity". "Second, the spirit of pursuing freedom, that is, emphasizing the freedom and dignity of individuals (especially students), fully respecting students' freedom and autonomy in teaching, returning the" right to choose "to students, and cultivating students' spirit of independent thinking, reflection and doubt and criticism. Third, emphasize the unique life value of everyone, respect the uniqueness, difference and diversity of students, and "cherish the unique feelings, experiences and understanding of students" (Chinese curriculum standard) in teaching (especially reading teaching). Professor Cui Luan said: The basic function of Chinese is to learn the language and cultivate the ability to understand and use it. Reading teaching should make students feel the charm of language, appreciate the exquisiteness of expression, strive to cultivate a sense of language, grasp the overall ability, and understand reading and writing methods, especially the use of words. When these are grasped, human nature will be well reflected. Chinese teaching must emphasize language learning and language training, and insist that language is not relaxed, literacy is the main root, and we should do everything possible to learn Chinese well, so as to be free from east, west, north and south. "The new curriculum points out that" the unity of instrumentality and humanism is the basic feature of Chinese curriculum ",which is just like fish and water, and no one can live without anyone. Teacher Cui Luan said: "Chinese curriculum is the unity of instrumentality and humanity, but it is difficult to achieve." (Cui Luan's Concluding Speech at the Sixth National Reading Teaching Seminar) Therefore, emotional stimulation and language taste are indispensable in Chinese class. At present, Chinese classes are very lively, but there is no real guidance for students to taste Chinese. Chinese class must have the flavor of Chinese, which requires every Chinese teacher to take cultivating students' sense of language as an important task in teaching, so that students can feel and understand some basic laws and characteristics of Chinese in the process of learning language and writing. Secondly, Chinese teachers themselves need to have a keen grasp of language and good oral language expression ability, and constantly improve their Chinese literacy and sense of language. The "Chinese flavor" of Chinese class should not be pure Chinese knowledge, nor should it be blindly preaching. "We should not only pay attention to the cultivation of Chinese practical ability, but also emphasize people-oriented and people-oriented development; We should not only highlight the comprehensive ability of Chinese, but also devote ourselves to the formation of Chinese literacy. " Only by grasping the "degree" between the two can Chinese classes have a real Chinese flavor. How to reflect "Chinese flavor"? Some people think: explore in "fun", cultivate in "emotion", create in "beauty" and taste in "reading". How to teach "Chinese flavor" in Chinese teaching? It has also been pointed out that the premise is to purify the internal environment of Chinese classroom teaching and remove things that do not belong to Chinese from Chinese classroom; The core is to enrich and magnetize the process of Chinese teaching with the unique humanistic beauty and charm of language. "Chinese class should have Chinese flavor" means that Chinese class should highlight the characteristics of Chinese teaching itself and devote itself to the formation and development of students' Chinese literacy. It is necessary for students to enrich their humanistic spirit through Chinese practice while mastering the most important communication tools. Chinese class should attach importance to the influence of Chinese, and teachers should pay attention to the value orientation of the text while respecting students' unique experience in the learning process. From the perspective of Chinese teaching theory, "Chinese flavor" is the objective requirement of Chinese literacy. The content of Chinese literacy is very rich, including not only language ability, that is, listening, speaking, reading and writing, but also Chinese learning habits and methods, including knowledge vision, emotional attitude, thinking quality, cultural taste, humanistic spirit and so on. The humanity of Chinese course, the diversity of students' understanding, the practicality of Chinese learning and the uniqueness of language and characters determine the personality characteristics of Chinese teaching, which determines that Chinese teaching should have its own unique "Chinese flavor" and also determines the complexity of Chinese teaching. A class with "Chinese flavor" is not only to show the language phenomenon, but also to go through a complicated process of understanding, feeling, tasting, using and expanding the language. At the sight of the word "Chinese flavor", we seem to smell a faint ink fragrance, hear a full-fledged reading and feel that children are infiltrating into the ocean of language.