College students call college Chinese: senior four Chinese. This evaluation is exquisite and unsurpassed, which makes the students' boredom and helplessness with education in China clear. Teachers in tens of thousands of colleges and universities all over the country bury their heads in chalk piles every day, and their brains are rigid, far less clever than these students. Some people have taught college Chinese all their lives, but they can't see the problem at all. Students are naturally smart and simple, and it is certainly reasonable to be bored with a course. This is how we are all educated. From primary school, junior high school to senior high school, for more than ten years, every student has been absorbed in the junk course of Chinese, learning is no fun, and there is basically no income. We crowded into the university with indigestion heads. We want to study hard to enrich ourselves, put down our burdens and walk into the classroom. When we saw the decadent master standing on the podium, all our excitement vanished. Today, the core idea of compiling College Chinese is still political enlightenment. A senior college Chinese teacher summed up the core objectives of college Chinese in his article: first, "to educate college students on outlook on life, values and morality with college Chinese"; The second is to "educate students in patriotism with college Chinese". These two "uses" accurately reveal that college Chinese is just a "used" tool and a tasteless course. After "using", this chicken rib should be thrown away. Since we have to throw it away eventually, it is better to throw it early than late. The idea of compiling college Chinese seems grand and broad. The content of the choice is to travel around the world for 5000 years and 40000 miles, including classical literature, modern literature and foreign literature, and everything has a "utilization" idea. This is similar to the arrangement mode of Chinese chapters in primary and secondary schools, and it is most appropriate to call it "Senior Four Chinese". I asked scholars who teach Chinese how to teach college Chinese and who is qualified to teach it. Can the Chinese Department find a master as knowledgeable as Wikipedia to teach? Which scholar has the courage to go directly from pre-Qin philosophers to Lu, and then from Homer epic to Goethe Tolstoy? None of the professors in the Foreign Languages Department of Chinese Department have this ability, but the college Chinese teacher is full of confidence. To affirm the value of college Chinese, you need at least three scholars specializing in classical literature, modern literature and foreign literature to teach it. In universities, college Chinese is taught by ordinary basic course teachers. Almost all the accomplished scholars in Chinese Department and Foreign Languages Department have never taken this course. College Chinese is not only a poor course for ordinary teachers and young teachers, but also for experienced teachers and professors with excellent academic skills. Because this dish is basically a trash can hodgepodge, with everything in it, even some good dishes have gone bad when mixed with this pile of garbage. The problem of college Chinese lies not in the teacher, but in the goal of this course and related writing ideas, which is fatal in itself. It is the alienation of "literature education", but many scholars themselves confuse the two. Quote some old scientists to prove the importance of college Chinese. Mr. Qian Zhaolin said: "It is very meaningful for science and engineering universities to offer courses in literature and history so that students can read some China literature." Mr. Qian Weichang said: "Science and engineering students should also understand the humanities and have certain literary and artistic accomplishment." The two scientists were right, but the reporter confused the concept and equated "China literature" and "literature and art" with college Chinese. It's like you ordered a snowflake steak and the waiter brought you a piece of dead pork. The alienation of college Chinese is a typical symbol of educational alienation in China. Professor Xu Zhongyu, editor-in-chief of College Chinese, sees this most clearly. In an interview, he said: College Chinese had been offered in many colleges and universities before the founding of the People's Republic of China, with different names and titles, including Selected Works of China Literature, Selected Works of Literature, Freshman Chinese and so on. From the professor's memory, we can see that "College Chinese" and "Selected Works" and "Selected Works" were reported in China Reading Weekly on April 13: "Zhu Ziqing, Wen Yiduo, Chen, Xu, Luo Yong, Pujiang Qing, Wei, etc ... This is not a list of modern academic celebrities, but/kl. The teaching contents are Nineteen Ancient Poems, The Book of Songs, The Analects of Confucius, Zuo Zhuan, Selected Works, Shi Tong, Tang Poetry, Song Poetry and Diary of a Madman. " The contents of these courses are basically classic works of China ancient literature, and the teachers are first-class scholars in their respective fields. Both science students and liberal arts students can take these courses. In contrast, today's college Chinese is a grocery store, with a little bit of everything, but it is impossible to study, experience and study in depth. For college students, it is precisely this kind of professional course with profound academic background that is the most valuable for them. Under China's education model, no matter which department you go to, the basic knowledge of arts and sciences is similar, and the language level of students of science and engineering is not worse than that of students of foreign languages department of Chinese Department of History, and they are all on the same starting line. Some science and engineering students have memorized 300 Tang poems and read four famous sentences many times. Entering university is a transitional period for their mental development and growth to a higher process of self-exploration and self-cultivation. At this time, if they meet a scholar who has opened courses such as "Li Bai's Poetry Research", "Dream of Red Mansions" or "British and American Fantasy Literature Research" at school, they will really feel much better than the boring and all-encompassing college language after attending classes for a semester or even a year. I appreciate a view of Professor Xia, editor-in-chief of University Humanities Reader: "University humanities is a course to spread the universal value system of human beings to college students." Professor Xia's viewpoint is a core educational thought worthy of recognition. There's nothing wrong with denying it. I also agree with the three core concepts advocated by Professor Xia's College Humanities Reader, namely, spiritual subject, modern citizen and world citizen. The German philosopher Jaspers commented on college students like this: "College students should not only learn knowledge, but also learn the attitude of studying things from the teacher's teaching and cultivate a scientific way of thinking that will affect their lives. College students should have the concept of self-responsibility and study in a critical spirit. Whitehead said: "Universities exist because they unite young people and old people with imaginative research on knowledge to keep the connection between knowledge and hot life. ..... Fools rely on imagination without knowledge, while pedants rely on knowledge without imagination. The task of a university is to combine experience with imagination. Charles eliot, former president of Harvard University, said, "I think the only necessary accomplishment that educated young men and women should have is to use their mother tongue accurately and elegantly. "How to do it? Reading classics should be thorough, completely rather than amputation, and thorough rather than tasting, in order to gain some insights and gain something.