As the two poles of the activity level of the book circle, the highest level is art school competitions and exhibitions; And the lowest level, such as calligraphy enlightenment education, primary school calligraphy education, preschool children's calligraphy concept training and so on. , has an equally important position in the eyes of the Japanese.

This is not surprising. It is hard to deny that Meiji Restoration, as a historical key for modern Japan to step into the ranks of modern countries, is often praised by the Japanese, and one of its spirits is to carry out quality education in the whole nation and society. Education is almost the magic weapon for the success of Japanese society.

Calligraphy education in Japan, like general education, has three levels: high, middle and low. The highest is the full-time calligraphy training in educational universities (similar to domestic normal universities), with four years of undergraduate courses and one or two years of training. In addition, some specialized calligraphy schools are among the best because of their reputation for quality. Calligraphy intermediate professional classrooms, as well as calligraphy education in colleges and universities (similar to domestic high schools) and middle schools. The lower level is the calligraphy education of general bookstores and primary schools and the cultivation of calligraphy concepts of individual preschool children. In addition, as one of the popular contents of social education, adult calligraphy education such as calligraphy lectures and calligraphy training is also very popular in Japan.

Compared with China, the cultivation of Japanese senior calligraphers is not very successful. Except for a small number of four-year undergraduate calligraphy students, calligraphy education at the graduate level and junior college level is still very weak. The number of undergraduate calligraphy students is also very unsatisfactory. As for the intermediate calligraphy education, because calligraphy in colleges and middle schools is treated as an elective course and sometimes as an interest course, it is difficult to get practical guarantee from the system. However, calligraphy education, such as specialized calligraphy classrooms, is likely to achieve excellent results if there are experienced teachers.

The most dynamic are those "books". One or two calligraphers form a folk calligraphy study group to study and comment regularly. Because the objects are basically primary and secondary school students with low academic qualifications and easy to teach, there are many such calligraphers. There is even a saying in Japan that bookstores are "fighting" for students, which shows the efforts made by bookstores to compete for students. On the negative side, this is almost a businessman's profit-seeking tone, while on the positive side, fierce competition comes from so many bookstores, and a certain amount represents a certain quality. Therefore, many bookstores must have many teachers and teaching methods with acceptable quality, especially teaching low-level primary school students and children calligraphy.

Therefore, the current situation of Japanese calligraphy education is also pagoda-shaped, that is, the basic education is strong and effective, while the middle and advanced calligraphy education needs to be worked hard. I think the reasons are as follows:

First, the basic education at a low level can be done by people who generally know calligraphy, while it is difficult for non-experts to cultivate advanced calligraphy talents. The number of talents specializing in calligraphy in normal colleges is small, which limits the development of teachers; This restriction, in turn, has an impact on the cultivation of senior talents.

Second, the cultivation of talents in colleges and universities, except for undergraduate majors, calligraphy is not included in special compulsory courses, but is limited to elective courses. This kind of education system is not good for calligraphy, nor is it ideal for popularizing the necessary calligraphy professional knowledge among middle school students and college students.

Third, there are quite a few first-class calligraphers in the society, but due to historical reasons, they rarely receive special calligraphy training, and they are more supported by experience than theory in calligraphy education and other disciplines. Therefore, as teachers to train senior talents, they are still lacking.

Establish a complete calligraphy education system. To inherit and develop this ancient traditional art, we should not only make efforts in teaching system and teacher training, but also establish a system to ensure the stability of discipline talents. Solving this problem is equally urgent in both Japan and China. Japanese book circles are now using amateurs to make up for the lack of formality, that is, to make up for the lack of specialized book rooms and private bookstore colleges in colleges and universities. Under the social structure of Japan, this is a practical way. For us, blindness is also instructive.

The beginning of Japanese calligraphy education

Marked by Meiji Restoration, the connotation of Japanese calligraphy education has undergone great changes. Calligraphy education before Meiji aims at the following three points:

Practical; Self-cultivation; Enhance knowledge awareness.

Calligraphy is a reflection of the soul and a symbol of quality cultivation. The writing brush was the only calligraphy tool at that time, and it had a bright practical color in people's minds. In addition, Japanese officials were hired at that time, and the Sinology exam was the only way; As its subsidiary, the achievement of writing Chinese characters (calligraphy) is directly proportional to the level of Chinese poetry, which makes quite a few people dare not take calligraphy education and learning lightly. Of course, what is more significant is that the contents of some model Chinese characters are poems, thousands of words, classics and other famous sentences. This makes Sinology and China calligraphy have a natural and inseparable blood relationship in the eyes of the Japanese.

The survival form of early Japanese calligraphy education is often closely related to academic thought. In the heyday of Confucianism, Confucianism dominated, and in the heyday of Buddhism, monks dominated: most places were monasteries. Among them, the schools left over from the edo shogunate era (directly controlled by the shogunate) and the schools subordinate to the lords are aimed at cultivating the children of warriors and nobles; Cultural education rooted in the civic class has an educational institution called "Temple House". Characterized in that:

First, take the temple as the classroom; Second, take monks as teachers; Third, there are dozens of students in each class, many of whom have more than 400 students. It is said that before Meiji, there were as many as 65,438+03,000 "temple houses" all over the country. As a kind of civilian education, especially for the calligraphy education dedicated to aristocrats in history, the popularization of "temple" style is undoubtedly a gospel in the process of calligraphy education popularization.

Temple House focuses on calligraphy education, and there are six or seven hundred templates, such as eight mantras, Chinese calligraphy, court training and exchange, thousands of words, katakana, ten thousand leaves pseudonym, one hundred people and so on. Everything is available. The boy entered the temple at the age of 8 and practiced for about three years. According to bamboo knife Baishi's "Memories of Learning Books", he learned more than 3,000 words of cursive script every day, and he trained a lot. It is the policy of the edo shogunate to learn calligraphy and strengthen morality, and it has no intention to stimulate the rapid development of calligraphy education for all.

In the early years of Meiji, with the impact of western science and culture, the "royal stream" (similar to pavilion style), as the orthodox Japanese calligraphy, lingered on and could no longer capture the hearts of calligraphy lovers, and there was a diversified trend in the calligraphy world: traditional calligraphy devoted a lot of effort to the epitaphs of the Six Dynasties; Under the banner of national quintessence, some calligraphers are also keen on pen names; As a kind of alienation, due to the rapid Europeanization of the right to study, calligraphy education has also shown a nihilistic tendency: the pen has entered the practical use, crowding out the traditional position of the brush. For a time, the arguments of "hard pen can do everything" and "waste brush" were rampant, and the historical development of calligraphy education was unpredictable.

Meiji five years (1872), published by the national academic system. As the second content in education, "calligraphy learning" has become an independent course. Since then, the real modern calligraphy education has begun.

Calligraphy Education in Primary Schools in Japan

In Japan, the level of calligraphy education in primary schools and junior high schools is not very high, but as an educational research, its significance is by no means inferior to higher-level calligraphy education in universities. It is the cradle of calligraphers.

We made a detailed investigation on the current situation of Japanese primary school calligraphy education, and drew a conclusion: in this respect, calligraphy teachers firmly grasp the root,

There are two topics:

First, fun-the principle of learning motivation

Second, socialization-the principle of convenience and practicality

As the foundation of primary school calligraphy education, it is really extraordinary and accurately captures the psychology of children and primary and secondary school students. Talking about the artistic individuality and aesthetic value of calligraphy has little effect in the process of primary calligraphy education, because the object still lacks the necessary acceptance and understanding.

I once saw the record of a primary school calligraphy teacher's class. Before the course began, the teacher designed an ingenious topic: "Write your own name", followed by: "Please write your name on the textbook with a brush". It is undoubtedly very interesting for primary school students to complete such a subject before they have been exposed to copying and formally entered calligraphy learning. Every child wants to write well, but often can't. Posture, writing, basic methods, format, all problems are exposed, and the exposed problems immediately become the reasons for the establishment of teachers' formal teaching requirements: look, because you are not good at writing, you have to study; We should copy carefully.

As a wing of sociality, calligraphy education in primary schools often includes a large proportion of hard-pen calligraphy education. Smooth and beautiful pen writing is often the dream of primary school students, which can become the basis of brush calligraphy to a certain extent. Therefore, there is a special hard pen association in Japan, and hard pen teaching is also very common in primary schools.

Of course, as a reflection, even the teaching of brush calligraphy focuses on cultivating students' concept of the distribution of calligraphy structure and temporarily putting aside its artistic beauty, which is quite effective and directly conforms to children's single-minded learning psychology.

1970 In March, the Japanese Calligraphy Education Association, with the support of the Ministry of Education, edited and published the book "Outline of Calligraphy Education" as a guiding principle for calligraphy teachers to carry out teaching. Among them, there are three tables about primary calligraphy education in primary and secondary schools: about knowledge, emphasizing serious attitude and correct, even and neat concepts. In terms of techniques, pay attention to the order of strokes, modeling, pen basis, stippling, etc. The higher the degree, the higher the requirements, such as speed and beauty; Calligraphy also began to be divided into regular script and pen name. In the third grade, limited calligraphy appreciation classes are also offered to cultivate students' feelings about the beauty of calligraphy and prepare for entering the middle and advanced calligraphy education.

Calligraphy education in primary schools in Japan is one of the contents of the national language curriculum. In primary school, the second year is mainly written by rote. From grade three to grade six, there are 20 class hours per year and 80 class hours in four years. The class hours here refer to the teacher's classroom teaching time, not including the time for students to practice copying.

Calligraphy Education as an Elective Course in Senior High School

Compared with the low-level calligraphy education in primary and secondary schools, the calligraphy education in colleges and universities has obvious artistry. However, please note that Japanese institutions of higher learning are not colleges and universities as China used to mean, but high schools.

The reason why we don't look for the comparison of calligraphy education between ordinary middle schools and primary schools, but study calligraphy teaching in junior high schools and senior high schools, is based on the following reasons: First, from junior high schools to senior high schools, psychological changes are often the most obvious for teenagers, and analysis and understanding improve the fastest. This leap has forced a fundamental change in the status of calligraphy education. Secondly, in terms of curriculum, quite a few schools have also begun to change calligraphy learning from a compulsory course in junior high school to an elective course in senior high school. In this way, calligraphy, as an inevitable part of students' knowledge structure, becomes a relatively pure and free appreciation and learning, and its compulsion is obviously weakened.

The argument for judging the change of the status of calligraphy education can be seen from the essentials of school learning guidance by the Ministry of Education. In the calligraphy part of middle school (junior high school), calligraphy belongs to the national language class (the first section), and its objectives are:

"While correctly understanding Mandarin and improving expression ability, we should deepen our understanding of Mandarin, enrich our sense of language and cultivate an attitude of respecting Mandarin".

In the calligraphy part of colleges and universities (senior high schools), calligraphy belongs to the fine arts category (Section VI), and its objectives are:

Improve the writing ability, strengthen the basic ability of calligraphy expression and appreciation, and cultivate the mood of loving calligraphy.

From belonging to a national language (its purpose is obviously practical) to being classified as art (appreciation), the status of calligraphy education is changing, and the original requirements of correctness, readability, clarity, beauty and neatness have become creation; The strength and quality of lines, the adaptation to their own feelings, the dull and dry effect of ink color, and the fluency of charm. It breaks away from the habitual concept of dividing primary school and secondary school, but finds out the special dividing line between junior high school and senior high school, which really makes people feel as if it is sudden and logical-calligraphy has its own teaching rules. It doesn't have to keep pace with other disciplines.

Naturally, the practice of changing calligraphy into an elective course tends to reduce the number of students interested in calligraphy to a certain extent, and it is limited to high school students interested in calligraphy. However, the opposite of small quantity is the improvement of quality. Teachers can implement art teaching methods in calligraphy class, including: ① the cultivation of formal sense; ② Cultivation of expressive force; 8. Guide calligraphy to life; 4 creativity; ⑤ A comparative study of Chinese pseudonyms; ⑥ Selected Reading of Book Theory ... Undoubtedly, this is a quite professional teaching scale. Calligraphy, as a very popular national course, has been going hand in hand with music, art, craft and other courses in Japanese universities. Its basic points are two points: one is artistic expression, and the other is artistic appreciation. Of course, there are three higher levels: research.

Entrance examination of calligraphy major in colleges and universities

A high school student who loves the art of calligraphy hopefully put his application materials into the mailbox and sent them to the calligraphy department of the university where he is going to apply.

But what he is trying to do now is not how to practice writing better. He must first pass the * * * exam organized by the Ministry of Education. * * * In the same exam, the high school curriculum is planned to be compulsory and optional. Mandarin, mathematics and English are compulsory courses, while Japanese history, world history, geography, ethics, chemistry, physics and biology are elective courses. Generally, there are four elective courses. * * * The same exam is stipulated by the state and the time is uniform (usually two days). For students majoring in calligraphy, if the total score can reach 700-800 out of 65,438+0,000, it is considered to have passed the first level.

The next step is the professional examinations set by universities. The exam at Tokyo University of Education is like this:

(1) Part of the work:

Time: six hours. Examination content:

① Pen name: copy one (copy with a model) and create one (write and sing on colored paper).

② Chinese characters; Copy one (with copybook, but the original size is required), create two and a half pieces of paper (running script, regular script, with specified content) and two banners (copy one, create one, write one, freely choose the style).

The total * * * is to complete 7 works in 6 hours, spanning the fields of Chinese characters and pseudonyms. It is really difficult to copy and create together and get familiar with classical contents such as harmony and Chinese poetry.

(2) Part of the thesis:

Time: six hours, exam content:

① Look at ten ancient Japanese artworks (calligraphy, architecture, painting, sculpture, Buddha statues, etc.). ) Show it with a slide show, and choose two works at random, and make a paper according to the requirements of the topic, such as: historical comparison, regional comparison, artistic comparison and personality comparison. This article is three to five pages long.

(2) Three classic works written by experts. It takes fifteen minutes to read each article, and then answer the questions. Such as: the author's artistic view, the author's position. The total time is six hours to complete four contents: one paper and three answers. Especially the writing of the first paper is quite difficult. Therefore, it is not necessary to use all the contents in the examination of Tsukuba University now. But choose one or two of them.

(3) Interview:

Time, half an hour or a quarter of an hour, exam content:

The teacher asks questions directly from the examinee's thoughts, resumes, contents in the test paper and the purpose of learning calligraphy.

According to the regulations of the Ministry of Education, Culture, Sports, Science and Technology, 300 candidates can take part in the enrollment of 100 students, and the admission rate is three to one. However, the competition in calligraphy is a bit fierce. Generally, there are 50 or 60 people who can take the exam, and only seven or eight of them are admitted. The University of Tsukuba is like this, and so are other education universities. Under the background of Japanese education where exams are disastrous and students are miserable, it is difficult for a calligraphy student to succeed without some efforts.

Classification of calligraphy courses in normal universities

Responding to the strict examination and homework requirements, the compulsory elective subjects faced by students are also very complicated. If the former reflects the relative depth of each course; The latter embodies the breadth of knowledge structure of calligraphy students.

Take the calligraphy department of Tsukuba University (formerly Tokyo University of Education) as an example. A student majoring in calligraphy will face more than 60 courses during his four-year study and life. Through the summary of these courses, we can find out the general teaching concept and basic level. Courses are usually divided into five categories:

(1) specialized courses

A. introduction to calligraphy; B. technical introduction; C. The history of calligraphy and Taoism in China; D. internship (Chinese characters and pseudonyms); E. Principles of calligraphy; F. the history of Japanese calligraphy and Taoism; G. testing and inspection.

(2) Basic courses

A. aesthetics B. introduction to art; B. art lectures; C. imagination methodology; D. acting internship; E. plastic psychology; F. internship epigraphy composition.

(3) knowledge courses,

A. introduction to painting; B. introduction to sculpture; C. introduction to composition; D. introduction to integrated modeling; E. introduction to visual communication design; P. introduction to architectural design; O. composition principle; H. Oral and reading of China literature; 1 Japanese literature lectures and reading; J. lecture on art history; K. introduction to printing; L. history of Japanese literature; M. China Literature Lecture (student); General theory of ethics; O. the theory of political science; P. comparative politics; Q. general theory of mathematics; R. Overview of China's history; Introduction to American Japanese linguistics; History of western music.

(4) Comprehensive courses

A. enterprise and society, B. world education and Japanese education; C. learning and self; D. developing science; E. students' classroom discussion; P. sports; G. first foreign language; H. second foreign language (optional foreign language); L national language; J. introduction to intelligence processing; K. intelligence processing internship.

(5) Teaching courses-

A. Educational psychology; B. child and youth psychology; Principles of education; D. moral pedagogy research; E. language teaching research; P. national language teaching method; G. calligraphy teaching method.

The first and second courses focus more on calligraphy, and they focus entirely on the writing ability, skills and forms of calligraphy. The third category is the self-cultivation course, which has a wide range and short class hours. Generally speaking, it is enough to understand, and there is no need for too in-depth research. The fourth class focuses on cultivating students' ability to go to society in the future, not only imparting knowledge, but also paying more attention to application. Among them, information processing and seminars have undoubtedly enhanced students' ability to adapt to the needs of social work. The fifth kind of partial pedagogy is a necessary condition for training students in normal universities. The five kinds of courses complement each other in depth, depth, height and width, which constitute an ideal teaching system and are relatively successful as calligraphy majors.

All kinds of calligraphy majors in normal universities

As mentioned earlier, the situation of Japanese calligraphy education is pagoda-shaped. The basic part is strong, but the number of advanced calligraphy education is limited. At present, the professional courses of calligraphy education at the university level are mostly limited to several educational universities, such as Tsukuba University (formerly Tokyo University of Education), Nara University of Education, osaka kyoiku university, Kyoto University of Education, Fukuoka University of Education ... Japanese educational universities, that is, China Normal University.

Being able to enter the calligraphy major of the University of Education means that students will step into the ranks of the six major calligraphy majors and engage in this work for life. Therefore, groups of top talents from all over the country and universities are trying to win in the competition. Only tens of millions of candidates can enter the school for further study every year.

Although, as far as we onlookers are concerned, it is difficult to enter the education university, which means the real significance of calligraphy creation and research. Because of its obvious normal color, the training goal of general education university is professional and well-trained teachers, not pure artists. It is easy to grasp the similarities and differences between this emphasis and the emphasis of primary and intermediate calligraphy teaching, so as to clearly belong to the latter.

┌—————┬———————┬———————┬————————┐

│ Education level │ Primary and secondary schools (compulsory) │ Senior schools (elective) │ Education University (professional)

├—————┼———————┼———————┼————————┤

This topic belongs to a part of Chinese, art and calligraphy education.

├—————┼———————┼———————┼————————┤

Nature, practicality, art and impure art

└—————┴———————┴———————┴————————┘

This is the case with formal official education. Different from fine arts, there are specialized fine arts universities engaged in the cultivation of artistic creative talents. Calligraphy seems to be inextricably linked with learning. Japanese tend to think that it is of little significance to cultivate pure creative talents in this process.

The form of calligraphy teaching has also been dyed with the color of pedagogy. In addition to formal theoretical lectures and special lectures, great attention is paid to mobilizing students' creative enthusiasm. In normal university, there is almost such a course: exercises. Calligraphy practice, China calligraphy practice, pen name calligraphy practice, Japanese literature practice, China literature practice, China language practice, information processing practice.

The exact meaning of the so-called exercise is probably like this: For example, a class of students wants to open a course on the history of calligraphy in China, and the teacher agrees that it will take a school year to teach all the contents, so the exercise method can be adopted: ten students in a class prepare the general materials and their own opinions on the history of calligraphy in Wei, Jin, Tang, Song, Yuan, Ming and Qing Dynasties in stages, and it is best to form written words and publish them in turn in the practice class. Even in a certain section of the lecture, you can use the exercise method. For example, from the end of the Ming Dynasty, four students prepared their own speeches on Huang Daozhou's, Ni's, Fu Shan's, and the teachers judged them according to the adequacy of the prepared materials and the novelty of their viewpoints.

If the "practice" is successful, every student's advice on preparation and development is undoubtedly a calligraphy class; A generation or a person's calligraphy class. This is a valuable preview for students to take up teaching posts in the future. Of course, because this kind of training is not difficult for students, it is generally set from the second and third grades, and its requirements are gradual.

Implementation and inspection of courses

The information on the curriculum setting of calligraphy major in Japan Normal University disclosed earlier focuses on the establishment of physical fitness. What kind of problems these various courses will encounter in the specific implementation and how to use the best method to guide them will not be unified in each implementation process. After a long period of accumulation and the comparison of different implementation results of various education universities, the overall framework of calligraphy professional learning has taken shape. This structure echoes the Japanese higher education system, but there are also concrete traces of calligraphy art education in the academic system and emphasis.

First of all, all subjects adopt the credit system. Many courses last only one year, or half a year and three months, and they are taught intensively. After the exam, it will not be repeated. In this way, students can master more knowledge in a limited time and expand their professional knowledge structure and knowledge as college students. For example, architecture, sculpture, design, ethics, western music history and other courses all adopt the credit system, and all the contents are taught in one grade or one semester. But as the most important content, some basic courses, whether practice or theory, are repeated across years. For example, the internship course spans three academic years, and the composition theory course appears in the first and third grades, and foreign language courses and pedagogy courses are also set up every academic year. This practice of ensuring the key points will prevent the four-year study in the university from becoming a mess.

The evaluation standard of test learning in University of Tsukuba is ABCG four-level system. A score above 80 is Grade A, B score above 70, and C score above 60. It focuses on loose high scores and tight low scores. The advantage is that it can prevent students from paying too much attention to high marks, especially perfect marks, and ignoring the self-cultivation of basic abilities, and the educational ideas reflected from it are very enlightening. As for the G-level, it refers to the new class discussion. Dealing with exams through language and intelligence. Directly aim at basic ability training. Considering that these students will be independent and take up teaching posts after graduation in the future, the first important training topic for them is to use free language expression, agile and flexible logical thinking, and even improve the observation ability of teaching psychology research. Therefore, this G grade is more significant than other grading systems, but don't deduct too much, because it is a step-by-step process.

We should see the difference between calligraphy education major and calligraphy creation. The image of a teacher in the eyes of students is persuasive and knowledgeable. Cultivating persuasive ability depends on G grade, and knowledgeable depends on A-C grade. What students hope to face is not an overly profound and professional researcher. Some topics can be learned by yourself. But in class, what they need to master is the general law-the law that is universally applicable. We can often see that in academic reports, historical topics with universal artistic significance often arouse the wide interest of the audience; However, it is disconsolate to talk about Kan Kan when identifying the age of a person and a work. Of course, the cultivation of talents and the course of calligraphy pedagogy cannot be in the opposite direction. From this perspective, the extensive and relatively loose grading of subjects is exactly where the experience of Japanese calligraphy education has accumulated.

Calligraphy teaching at graduate level

There is no doubt that the highest level of calligraphy education is the graduate level. In view of the fact that the graduate students of art under the current education system in Japan are limited to the master's level, my discussion is limited to this.

Comparatively speaking, postgraduate calligraphy education is the most difficult. But this is the most routine. The characteristics of professional teaching and teaching by professors in person make it completely lack the unchangeable order of universities and high schools in the implementation process. It's too personal. Each graduate student's main attack direction is different, which will lead to a completely different curriculum. Here I give readers two different types of postgraduate courses:

The first is artistic research and creation, which lasts for two years:

* * * Same as the basic course:

(a) Monographs on design education

Design history

Professional courses:

(A) book technology theory

(B) Book theory

The history of calligraphy and Taoism

(D) China's calligraphy research

(V) Research on Pseudonym Calligraphy

Calligraphy production

(g) A brief introduction to monuments, monuments and calligraphy works

(h) setting a

(1) Create b

(j) creating c

(k) creation d

Compared with the previous undergraduate course, the scope has been significantly reduced. Of course, the course content is deeper, but you can't see the depth in the course name. Both of them are "History of Calligraphy and Taoism", and the emphasis and depth of teaching for high school students and graduate students can be completely different, but it is not surprising that they are both called "History of Calligraphy and Taoism".

The second is education, and the academic system is also two years:

Compulsory course:

(A) the design and analysis of the curriculum

(B) Teaching materials development research

-general education research courses:

(A) Introduction to social education

(B) the history of Japanese education

(c) Education and social development

Professional pedagogy courses:

(A) Introduction to Calligraphy Education

Related pedagogy courses:

(A) the comprehensive study of regional art.

(b) Monographs on the history of Western art.

(c) Monographs on Art Education

Courses required for vocational quality training:

(A) the history of calligraphy monographs

(B) Practical research on calligraphy techniques

(3) Introduction to Calligraphy

Because of the professional relationship, the curriculum of pedagogy is obviously respected. It is an axis that runs through the specific contents of various disciplines, art history and calligraphy history. Of course, compared with the previous courses, the theoretical color is also relatively strong. Teachers are different from painters: knowledge and knowledge-based teaching play a more important role in the classroom than technical teaching. However, because the second-class graduate students have been trained in the university for four years before entering the school, it is not appropriate to deliberately broaden the knowledge course, which has been completed in the university stage. It is worth noting that application and design have been put on the agenda in postgraduate courses. "Creating A, B, C, D" in table 1 and "Design and Analysis of Curriculum Arrangement" and "Research on Teaching Material Development" in table 2 are expected to be various situations as creators and educators in practical work, which are undoubtedly simulated application courses; Perhaps more accurately, it is an important course to provide a simulated environment for research.

Standards and conditions of calligraphy teachers

Being a calligraphy teacher is a general concept. On the one hand, it refers to the practical ability of calligraphy teaching; On the other hand, it refers to the qualification of a calligraphy teacher. In Japanese society, which emphasizes academic qualifications and academic qualifications, academic qualifications are the primary pillar, and being a teacher is not an easy job. It needs official approval. In addition to the highest Ministry of Education, there are also special education committees in provincial administrative institutions and lower-level city, town and village institutions. Whether every teacher can obtain the actual teaching qualification is often marked by whether he has the teacher qualification certificate issued by the Education Committee, from which we can see the absolute respect and rigorous attitude of the whole Japanese society towards teachers.

Of course, calligraphy teachers can't do without this paper proof, which is a symbol of authority. The Calligraphy Teacher Training Section of the Education Department of Japan Truth University has put forward clear knowledge requirements for future calligraphy teachers. The qualifications of a qualified calligraphy teacher are roughly as follows: (1) Humanistic knowledge is required. Including philosophy, ethics, psychology, history, literature, music, art, calligraphy, religious history and so on. (two) should have social science knowledge. Including Japanese constitution, law, introduction to social science, political economy, geography, education and so on. (three) should have the general knowledge of natural science. Including physics, mathematics, chemistry, biology, statistics and so on. (four) should seriously master the professional knowledge. Including calligraphy skills (pseudonyms, Chinese characters), introduction to calligraphy, China calligraphy history, Japanese calligraphy history, book theory research, creation research, appreciation theory, seal cutting and so on. (5) We should firmly grasp the knowledge of educational disciplines, including the principles of primary and secondary education, moral education, psychology of children and adolescents, calligraphy education law, Chinese education law, etc. (six) should master some applied knowledge, including foreign languages, sports, information processing, science and methods.

It's impossible to cover everything in this. Some can be done through elective courses. However, in such a huge knowledge network, the content of calligraphy art is the backbone, while other disciplines are mainly calligraphy and education. In addition, a calligraphy teacher should also consciously train his thinking and expression skills. In the education discipline of Xinke University, a special course is offered to students: voice and speech. Calligraphy teachers in the classroom cadence, deep and clear tone, lively expression ability, absolutely can not be inferior to teachers in other disciplines. On the contrary, because calligraphy has been learned to a certain extent.