-Review of Chinese Teaching Reform in Middle Schools in the Past 30 Years

Ouyang Dana

2009 is the 30th anniversary of the establishment of the National Middle School Chinese Teaching Research Association. How time flies! Thirty years have passed in a blink of an eye. For China people of our generation, more than 10,000 days and nights are unforgettable: we have worked hard and are proud of our success. In the long history of mother tongue teaching reform in China, we will record our progress.

Looking back. Oh, we have done so much work in the past 30 years because our millions of middle school Chinese educators have the strength. The source of her strength is like the song in March of China People's Liberation Army: "Forward, forward. Our team faces the sun. Set foot on the land of the motherland and carry the hope of the nation! " This is the secret of our success: the heart of our team will always follow the rising sun of the great motherland; The work of our team will always be rooted in the land of the motherland, rooted in the fertile soil of mother tongue teaching, and proceed from the reality of mother tongue teaching in China to carry out education and teaching reform realistically; The goal of our team is selfless and fearless struggle for the great future of the Chinese nation. So our team has the strength.

Our team has strength, because it is a United and upward team. Is a team determined to reform and innovate.

1979 once the national middle school Chinese teaching research association was established, it immediately became the core of uniting and organizing national Chinese educators. Under her guidance. The national Chinese teaching army in middle schools has formed a United and progressive team. This team has a reasonable age structure of three generations of China people. Ye Shengtao,,, Wang Li,,,,,,,,, Chen, and other Chinese education experts of the older generation, as pioneers, lead us to keep moving forward. There are middle-aged Chinese teachers in the prime of life. They are middle school students in China's teaching army.

With strong strength, they stand in the front line of teaching, dare to explore and reform, and become the pioneers of mother tongue teaching reform. Many of them were rated as super teachers by the state because of the success of educational reform. This is an excellent team of teachers with both ability and political integrity. Under their leadership, Chinese teaching reform experimental projects in various provinces and cities across the country. It has sprung up like mushrooms after rain, making the spring of Chinese teaching reform colorful and full of vitality. One of the leading figures has been the core force of Chinese teaching reform in China for 30 years. They are a new team of experts trained in the front line of teaching and scientific research. They can not only teach and educate people, but also write books. They have rich teaching experience and profound knowledge of Chinese literacy, and can independently carry out scientific research and explore teaching rules. Their greatest advantage is that they can proceed from teaching practice, integrate theory with practice and solve problems in teaching. Over the past 30 years, the experimental projects and topics of Chinese teaching reform under their leadership and guidance have promoted the development of mother tongue teaching reform in China and formed the golden age of mother tongue teaching reform in China in the past 100 years. Their experience of writing books and putting forward ideas and concepts in scientific research is the most precious educational wealth in mother tongue teaching in China. Nearly 20 sets of Chinese textbooks edited by them and approved by the primary and secondary school textbook review committee of the Ministry of Education have enriched the educational resources of mother tongue teaching in China, enlivened the thinking of mother tongue teaching, filled the gap in the construction of mother tongue textbooks, and promoted the formation of the situation of "one syllabus with many books and a hundred flowers" in textbook construction. The younger generation in this team, with their abundant energy, fresh ideas and innovative spirit, has pushed the cause of mother tongue teaching reform in China to a new peak.

The team also has a complete combination of professionals involved in many fields of mother tongue education and teaching. In addition to the vast number of Chinese teachers who are struggling in the front line of teaching and the hard-working and silent teaching researchers at all levels, there are also professors and lecturers from the Chinese Department of colleges and universities. They are also very concerned about the inheritance of mother tongue teaching in basic education, and enthusiastically participate in the practice of mother tongue teaching reform to help us improve the academic and scientific research quality of mother tongue teaching reform. For example, Mr. Feng Zhongyun, a professor of Chinese Department in Peking University, participated in the compilation of the first Chinese textbook in China from 1957 to 2003. For more than 50 years, she has actively participated in and guided the reform of mother tongue teaching. She has been a member of the examination and approval committee of primary and secondary school textbooks of the Ministry of Education for a long time, and is also the head of the middle school Chinese group. Mr. Xing Jiali, former vice president of the Central Party School and professor of Tsinghua University, also participated in the discussion and research on major issues of Chinese teaching and textbook reform in middle schools many times during his tenure as deputy director of the primary and secondary education examination and approval committee of the Ministry of National Textbooks. And put forward fundamental guiding opinions. Professor Zhu from Northeast Normal University, Professor Gu from Yangzhou Normal University in Jiangsu, Professor from Beijing Normal University, Professor from Liaoning Normal University, Professor from Capital Normal University, Professor Su Likang from Beijing Institute of Education, Editor Zhang Dingyuan from People's Education Press, and Researcher Zhang Xiong from National Academy of Educational Sciences and many other experts and scholars are very concerned about the cause of mother tongue teaching reform. Most of them are leaders of the National Chinese Association, who have led us through the extraordinary course of teaching reform in the past 30 years. Besides. There is also an army of Chinese newspaper publishers who are actively involved in this torrent of reform, further expanding the team of mother tongue teaching reform. It is true that all passers-by are prepared, and Qi Xin has made concerted efforts to form a huge joint force: Chinese teachers at the front line and Chinese teaching and research personnel at all levels are carrying out various types of teaching reform experiments; Educational, teaching and scientific research personnel pay close attention to every step and link in the reform experiment, analyze and study every data and report, and summarize them after summarizing them; Chinese newspapers and periodicals at all levels in the country actively organize manuscript sources, publish everyone's scientific research results in time, and carry out wider promotion and exchange; Various teaching experience exchanges organized by Chinese language associations at all levels, such as classroom teaching observation. Many advanced ideas and experiences spread like wildfire and soon spread all over the country, making the idea of teaching reform deeply rooted in the hearts of educators in China. After nearly 20 years' struggle, by the end of 1990s, the reform of mother tongue teaching had achieved initial results: after several rounds of practice, hundreds of experimental projects of Chinese teaching reform achieved remarkable results, and the experimental reports were recognized by relevant state departments; Hundreds of scientific research topics on Chinese teaching reform have been scientifically demonstrated through practical tests: Chinese textbooks compiled by front-line teachers. There are nearly 20 kinds approved by the primary and secondary school textbooks audit Committee of the Ministry of Education. It can be used all over the country, and there has been a lively situation of "one syllabus and many books, and a hundred flowers blossom": thousands of Chinese education and teaching books written by teachers, professors and researchers mark the breadth and depth of theoretical exploration of mother tongue education and teaching in China; The formation of different teaching schools presents a vivid atmosphere of teaching garden. Chinese activity teaching in middle schools has become one of the leading subjects in teaching reform experiments of various subjects in middle schools. In the face of these fruitful results, we feel gratified and proud. People invariably emerge a * * * knowledge from the bottom of their hearts: this is a golden age after three centuries of mother tongue teaching reform in modern China 120. The experiences and theories emerged in this period are rooted in the fertile soil of teaching practice and based on the reality of mother tongue teaching in China and the advanced experience of traditional teaching. Draw lessons from the successful experience of foreign mother tongue teaching, and form experiences and theories that conform to the objective laws of mother tongue teaching in China. It is an experience and theory that integrates theory with practice, seeks truth from facts and has the characteristics of our mother tongue. This is a very valuable ideological wealth of Chinese education.

The National Middle School Chinese Teaching Research Association has led all its members in their efforts for nearly 30 years, creating a new situation of mother tongue teaching reform in China and fulfilling her first historical mission-to be a pioneer in promoting mother tongue teaching reform in China.

The strength of our team lies in its respect for science, objective laws, pragmatism and academic taste.

From the end of 1990s to the beginning of the new century, the teaching reform of Chinese Language Association in China entered a relatively stable period. On the one hand, she should think, screen and sort out the experiences and theories emerging from the reform tide in the previous 20 years, on the other hand, she should analyze and judge the new problems emerging under the new situation. In order to continue to promote the development of mother tongue teaching reform. This is her maturity.

Since 2000, a top-down Chinese teaching reform movement has brought us many fresh ideas and promoted the in-depth development of teaching reform. For example, re-emphasize the role of mother tongue education in cultivating students' all-round development and forming good ideological and cultural quality. Cultivate students' thoughts and feelings, guide students' healthy physical and mental development, form noble moral sentiments, and lay a good foundation for students to establish a correct outlook on life, world outlook and values; Another example is the combination of theory and practice in education to cultivate students' practical ability and practical ability. Advocate students to apply what they have learned from books to social practice to consolidate and improve; In terms of teaching methods, it advocates the formation of a student-centered teaching model, a heuristic, teacher-student interaction and inquiry-based learning method; Cultivate students' independent thinking ability and innovative consciousness. These are very meaningful ideas, and everyone is willing to accept them. And put it into practice.

It's true. Reform cannot be smooth sailing. Due to various reasons, some new problems have appeared in the practice of this round of educational reform, and the majority of Chinese teachers have encountered some confusion in teaching, which is still controversial among experts and scholars. People pay more attention to the following issues: (1) As a Chinese subject that inherits the national mother tongue education task, its nature, tasks and basic teaching principles have not been clearly, clearly and scientifically expounded in this round of educational reform activities, which makes people's understanding vague and inconsistent; (2) In the new round of teaching reform, the inheritance and development of advanced ideas and scientific experience in Chinese mother tongue teaching tradition have not been fully and clearly reflected; (3) Important experiences in the achievements of Chinese teaching reform since1978, especially important experiences and theories that conform to the basic laws of mother tongue teaching. A new round of teaching reform has not yet been put into practice. Because of these fundamental problems, we are not very clear, so the ideological understanding is not unified, resulting in confusion and hesitation. To some extent, it has affected the development of the work.

In this critical period, the National Chinese Language Association has always United and led the vast number of Chinese educators to practice and explore diligently. Actively organize various academic activities and observe teaching, and publicize the new ideas, new curriculum standards and new teaching materials of the new round of reform. At the same time, we should patiently and deeply understand the confusion and incomprehension of the vast number of Chinese educators, and teach the experience of teaching reform and exchange ideas through the lectures of influential experts, scholars and special-grade teachers in the Chinese club. Solve problems, answer questions, and gain knowledge through various academic seminars and debates. Through the efforts of Chinese language associations at all levels in the country, everyone's ideological understanding has gradually become clear. Everyone knows how Chinese teachers should adhere to the teaching principles that conform to the objective laws of mother tongue teaching. How to inherit those models with advanced theory and vitality from the traditional experience of mother tongue teaching, how to learn from the advanced experience of foreign mother tongue teaching in combination with the characteristics of mother tongue teaching, and how to understand the essential attributes and functional characteristics of mother tongue discipline. If we firmly grasp the basic task of mother tongue teaching, we can keep a clear head in the complicated changes and not lose our way. Will not delay the work from side to side.

This is the case with the National Chinese Language Association, which has its own attitude of respecting science, respecting objective laws and seeking truth and being pragmatic. Unite and lead everyone forward, maintain their academic taste, win the trust, support and support of the majority of Chinese educators, and complete her second historical mission-to become a mother tongue teaching reform.

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