Classical Chinese learning is one of the core contents of Chinese class. It can be found that middle school students' reading ability of classical Chinese is generally low, and the following graduation thesis is written accordingly.
Abstract: by? May 4th vernacular movement? As well as the nonstandard teaching of classical Chinese in middle schools, middle school students in China generally have low interest in reading and little knowledge of classical Chinese, so they can't find an effective way to learn classical Chinese. In view of the low reading ability of middle school students, we must attach importance to the teaching of classical Chinese in middle schools. On the basis of reflecting on the value of classical Chinese, it is the primary task to explore an effective educational mechanism for classical Chinese teaching.
Keywords: middle school students' reading ability of classical Chinese: cause analysis and educational reflection
In feudal times, China's languages were divided into spoken and written languages, and written languages could be divided into three types: plain language (daily or business language), uniform language (primary ancient Chinese) and dress language (advanced ancient Chinese) [1]. Today, middle school students in China learn an article written in classical Chinese. However, in teaching, most teachers ignore the linguistic attribute of classical Chinese and pursue the cultural and literary value behind it. Under the guidance of this kind of values, it is difficult for middle school students to master the basic common sense of classical Chinese, and their reading ability of classical Chinese is generally low.
First, the status quo of middle school students' reading level of classical Chinese
The current situation of middle school students' reading level of classical Chinese can be summarized as follows: reading interest is generally low; Less knowledge of classical Chinese; Can't find an effective way to learn classical Chinese. According to a survey by Che Litao [2], students from Grade One to Grade Three and Grade Six are generally not interested in classical Chinese, and the data shows that students who like to learn classical Chinese only account for 20% ~ 40% of the total. On the one hand, students' lack of interest in learning classical Chinese is obscure, on the other hand, the teacher's explanation is too monotonous.
As a written language, classical Chinese, like other languages, has its own grammar, structure, words and sentence patterns. These are the basic common sense of reading classical Chinese, and acquiring classical Chinese common sense by learning classical Chinese is the way we have always adhered to. The survey of Yao Fugen, Zhang Hougan and Gu Zhenbiao [3] shows that the average score of middle school students 150 questionnaire is only 27.5. Most students don't understand the common real words, function words and common sentence patterns in classical Chinese, and they don't have the ability to read simple classical Chinese. Only a few students have just acquired the ability to read elementary ancient Chinese. Many students are interested in learning classical Chinese, but they can't find an ideal learning method. Many educators also understand the importance of mastering classical Chinese knowledge for reading classical Chinese. However, due to the pressure of curriculum objectives and examination system, they have to focus on explaining the main idea of the article and memorizing classic chapters.
Second, the reasons for the low reading ability of middle school students in classical Chinese
(A) utilitarian purpose: the practicality of classical Chinese is too low
The practicality of language is the attribute of language as a tool to communicate and express ideas, and the key factor to determine the practicality of language is popularization and creation. In terms of popularity and creation difficulty, the advantages of vernacular Chinese over classical Chinese are self-evident. Our daily life language and school teaching language are both vernacular, and classical Chinese has disappeared in our daily life.
As a middle school student with immature mind, can you adopt an attitude towards classical Chinese and vernacular Chinese? It's easy to avoid difficulties? To describe. They have been exposed to the vernacular since they were born, and it is easier for them to communicate or write in the vernacular. For classical Chinese, I didn't know anything about classical Chinese before I came into contact with it. On the basis of not knowing classical Chinese, it is difficult to understand the slightly interesting classical Chinese. China's classical Chinese is different from the European alphabet, and its complexity far exceeds the alphabet.
(2) The influence of social factors: the May 4th vernacular movement? And then what? Simplified characters? Influence of promotion
The change of people's consciousness is influenced by the social environment, and the social factors that lead us to despise classical Chinese can be traced back to the vernacular movement during the May 4th Movement. The occurrence and development of the May 4th Vernacular Movement conforms to the trend of the times, and its success has historical inevitability. However, we should reflect on such a question: has vernacular Chinese replaced classical Chinese? One size fits all? What harm is hidden? As advocates of the new culture movement, they have no way to compromise, but as future generations, have we correctly absorbed the essence of the reform of our ancestors? In the vernacular movement, Hu Shi repeatedly emphasized his? Recreate civilization? In their dreams, advocates hope to establish a unified and universal new vernacular, with the body of vernacular and the soul of classical Chinese [4]. The vernacular Chinese we use today is only the most basic language tool, but it lacks the culture of language.
Whether the May 4th Vernacular Movement's views and positions on traditional culture are extreme remains to be discussed, but there is no doubt that it has hindered the teaching of classical Chinese today. Another social factor that affects the teaching of classical Chinese is the popularization and use of simplified characters. Nowadays, the simplified Chinese characters we use have many conveniences, but at the same time they also cause language barriers. There are a lot of traditional Chinese characters in classical Chinese, which is very difficult for middle school students to read.
(3) Lack of education: the teaching of classical Chinese in middle schools in China is not standardized.
The overall reading ability of middle school students in classical Chinese is low, which is no longer a simple problem of lazy teachers. For today's education, this only shows that there are serious deficiencies and irregularities in today's classical Chinese teaching. In my opinion, the nonstandard teaching of classical Chinese in the basic education stage is mainly manifested in these aspects: unclear teaching objectives, unsystematic arrangement of teaching materials and imperfect learning evaluation standards.
The purpose of learning classical Chinese is to learn the ability to read classical Chinese, not to read or even recite classical Chinese in textbooks. As mentioned above, learning classical Chinese is the basic way to learn classical Chinese. However, in reality, we encounter the contradiction between language teaching and humanities education [5]. With limited class hours and students' limited energy, it is unrealistic to ask students to learn classical Chinese and receive humanistic education. Such a teaching goal is unrealistic. Only by prioritizing and doing something can we receive the due educational effect.
Classical Chinese used in middle school Chinese textbooks is unscientific and unsystematic. What students want to learn is a language, and the choice of course materials is very important. We often insist on choosing teaching materials? Words should be exemplary, both literary and artistic? Standards, relatively ignoring the adaptability standards of students learning classical Chinese. The tradition of textbook arrangement always takes the history of literature as the order, emphasizing that students should understand the development of ancient literature, which violates the learning rules of students.
Under the pressure of examination system, classical Chinese teaching has to change the normal path of Chinese teaching to adapt to the final evaluation. At present, the college entrance examination adopts standardized examination form for classical Chinese, and the content is limited to those articles selected in textbooks. This has to be repeatedly instructed by teachers and students? Chew? The motivation of textbooks and language learning is completely replaced by the motivation of scoring in exams.
Third, how to treat classical Chinese teaching in middle schools correctly.
(A) clear the value of classical Chinese.
Classical Chinese, as a written language corresponding to spoken language, has survived in China for 5,000 years and has great vitality and practical value. Before the Republic of China, all classics (except dialects and vernacular novels) were written in classical Chinese. To read these materials directly, you must master the basic knowledge of classical Chinese. Classical Chinese, as the language carrier of China traditional culture, is the value of classical Chinese.