First, the nature of the course: We still regard "College Chinese" as a subject of "Chinese". Language here refers to language and literature, which is the need of college students' self-cultivation. Instead of professional literature training. A college student may not need professional literary literacy, but he needs better Chinese literacy. Chinese is the carrier of human knowledge, thoughts and emotions: students of any major need to learn professional knowledge and thoughts through Chinese; Anyone needs to know knowledge, express thoughts and exchange feelings through Chinese.
Second, the teaching object: the teaching object of this course is college students with different majors. The difference between college students and middle school students lies not only in age and mind, but also in professional diversion. The orientation of Chinese course is no longer the core course in the basic education stage, but the public basic course. Therefore, in the choice of articles, on the one hand, it pays special attention to the contents related to college life and college study, which is suitable for the mental development of college students as much as possible, so that learners can always be aware of their identity as college students and know their learning goals and methods in college; On the other hand, we should pay attention to the choice of articles bearing professional knowledge or professional ideas, and the author's professional background should be diverse. We want students to feel that no matter what major, they need Chinese literacy; Successful people in any major often have high Chinese literacy. We hope that students can truly realize that Chinese is indeed the public foundation of all professional college students.
Third, learning effect: We strive to turn college Chinese into all attractive courses starting from textbooks. From our teaching feedback and the survey of college students, we realize that college students are very eager to offer Chinese classes, especially Chinese classes different from basic education. Because the Chinese class in basic education has been alienated into a boring course by exams at all levels, college students hope to restore the charm of Chinese class in college Chinese class. So when writing textbooks, we try our best to work in this direction. In selecting articles, we adhere to the following principles: 1. New, as far as possible not to repeat with various versions of primary and secondary school Chinese textbooks and college Chinese textbooks, as far as possible not to repeat with various popular anthologies; 2. Bo, since Chinese is the carrier of human knowledge, thoughts and emotions, this college Chinese textbook also tries to carry multidisciplinary knowledge, diverse thoughts and diverse emotions; 3. Interest, this textbook attaches great importance to the interest of the article, which is manifested in its special artistic conception, rich ideas and novel imagination; 4. Beautiful, novel and unique ideas, healthy and humorous interests, and scientific and true knowledge can maximize the charm of Chinese courses if they can be expressed in wonderful Chinese. Therefore, every selected article strives to have wonderful words and wonderful article expressions.
Fourth, teaching objectives: The teaching objectives of college Chinese should not only improve college students' Chinese literacy, but also enhance their humanistic literacy. The most intuitive embodiment of Chinese literacy is the ability to understand and express. Understanding is the understanding of words, sentences, paragraphs and characters. Words are the basic unit of Chinese, and college Chinese has the responsibility to expand the concept of Chinese words. Therefore, we set up a separate unit to attract students' attention to words. At the same time, according to the expression form or method of Chinese, we divide all the selected articles into five units: description, narration, lyricism, explanation and discussion. The expressive ability of every language is related to certain abilities of people, such as words used for generalization, descriptions used for observation, narratives used for memory, lyricism used for imagination, inductive explanation, and reflective discussion ability. This correspondence may not be accurate, but it still makes sense. Of course, the ability to understand and express is often a comprehensive form. Classification only reminds students, and Chinese can also be analyzed in detail. In order to deepen students' understanding ability and improve their expressive ability, we specially designed two training contents: "Understanding and Expression" and "Expanding Reading" at the back of each text. The former is to promote students' basic understanding of the text and train students' expressive ability in a targeted way; The latter deepens and enriches the humanistic quality of college students by expanding reading. We hope that this college Chinese textbook can not only help college students to read dozens of articles intensively, but also help them to become interested in reading dozens and hundreds of works, so that an article can become a reading step for one or more works, and college students can enter a higher humanistic cultivation hall through these steps.
5. Local characteristics: Although the current college textbooks pursue national circulation, our college Chinese still considers local characteristics. We consciously selected some articles about Guangxi themes and Guangxi authors, not only to increase our understanding of this land in Guangxi, but also to make students realize that Guangxi is not a cultural desert, and Guangxi authors have proud humanistic achievements in the past and now, thus establishing their humanistic confidence in Guangxi today.