First, there are fewer class hours and more content.
In 2006, the "Basic Requirements for College Chinese Course Teaching" issued by the Military Training and Armed Services Department of the General Staff Department clearly stipulated that the total duration of college Chinese course was 40-60 hours. The teaching hours of each part are divided into: 20-30 hours of selected works, 65,438+04-20 hours of writing and 6-65,438+00 hours of speech. Yang Ping, a teacher at Ordnance Engineering College, said. In their college, "students spend 40 class hours while ordinary students only have 20 class hours" and "in all courses offered by teachers, 20 class hours can be said to be less than the limit"-this shows that the teaching of Chinese poetry in universities is so few, which is only one aspect of the situation.
On the other hand, the textbook College Chinese Course (Miao Xiujuan Edition) currently compiled by military academies is divided into three parts: the first part is literature, the second part is writing, and the second part is speech. It is a textbook with complex system and various contents, with a thickness of 65 1 page. The first part of literature is divided into four chapters, and each chapter has two sections. The first chapter is about poetry, but the first section "Introduction to Poetry" needs some class hours. The second section selects 28 works, including intensive reading 10 and extensive reading 18. Among them, even if only 1 class hour is used for each intensive reading,1class hour is needed. In this way, only the poetry part of the first chapter needs at least a dozen class hours, that is, it takes up half or even most of the class hours in the prescribed literature part, which also means that the other three chapters only have half or even less class hours, which is obviously inappropriate. Therefore, the contradiction between less class hours and more content is very prominent.
Conclusion: The current situation of less class hours and more content makes it impossible for teachers to complete teaching tasks and achieve curriculum goals.
Second, low status and high requirements.
Although college Chinese has been listed as the core course in the new talent training program of military academies, it has not received due attention and status in many colleges. After analyzing a set of survey data, Wang, a teacher of Nanchang Army College, pointed out: "The development of college Chinese in colleges and universities is very uneven. Some colleges and universities do not fully understand the significance of setting up college Chinese courses, and they do not list college Chinese as a compulsory public basic course for students, but only as an elective course."
Although college Chinese is a compulsory course in Armed Police College. And arranged 200 class hours, but there are still cases that are not taken seriously. Mei, a teacher of Shenyang Command College of Armed Police, said: Because the college Chinese course "lacks some authority of the ideological and political course, it is not as strong as CET-4 and CET-6, and it can only be marginalized gradually". "Chinese exams don't take much effort to pass, while advanced mathematics, physics and foreign language exams are not so easy. Especially in the grim situation that the certificate of foreign language band 4 is linked to the degree, students have to make a decision to let college Chinese make way for professional courses, other basic cultural courses and foreign language band 4. "
The status of college Chinese course is already very low, and the status of literature course is even lower. Wang Juan, a teacher of the Second Artillery Command College, said that some schools regard Chinese as a simple tool class and are satisfied with practical writing teaching, which requires oral training. Those contents in the textbook that have a positive effect on students' ideological education and aesthetic consciousness cultivation have been abandoned. As a part of literature class, the position of poetry teaching is self-evident.
On the one hand, the status of college Chinese course is low, on the other hand, the relevant departments have high requirements for college Chinese course: in the Target Mode of Talent Cultivation, Curriculum Standards and Basic Requirements of College Chinese Course Teaching, from content to ability and quality training; From intensive reading to extensive reading; From literary history to poets, poetic styles and poetic schools; From the basic knowledge to the essentials of appreciation, it puts forward comprehensive, in-depth and meticulous requirements.
Conclusion: With such a low status, there are almost no class hours, the comprehensive, in-depth and meticulous teaching requirements can not be implemented, and the teaching quality can not be guaranteed.
Third, the teaching method is monotonous and the technique is single.
Reading the Proceedings of the Seminar on Teaching Reform of College Chinese (Humanities) Course in Military Colleges, we can see that many teachers have talked about this issue with one voice. Zeng Meiqin, a teacher in the Department of Humanities and Social Sciences of Naval University of Engineering, pointed out: "At present, the most common teaching method of college Chinese in military schools is that teachers give lectures mainly and one person sings a monologue on the podium." Wu Xia, a teacher at Xiangfan Branch of Military Economics College, also believes that "for a long time, most teachers have taught by explaining teaching methods in the classroom teaching process"; Zhaowei, a teacher of Kunming Army College, said: "In the past, teachers generally explained the analysis and students passively accepted it. They have learned a lot of knowledge, but their ability has not improved much and their teaching efficiency is low. " Guo He, a teacher of Fuzhou Command College of Armed Police, believes that "teaching-oriented teaching method restricts students' thinking" and it is easy to form a situation of "taking notes in class, taking notes after class, taking notes during exams and forgetting everything after exams".
Conclusion: The single teaching method makes the teaching goal of college Chinese literature (poetry) impossible to implement, and the cultivation of various abilities and qualities is almost empty talk.
Fourth, pay more attention to tools than human nature.
From the proceedings of the seminar on teaching reform of college Chinese (humanities) course in military academies, it can be seen that teachers have also formed a * * * understanding on this point: Xu Ying, a teacher from the School of Ordnance Engineering, said: "Looking at college Chinese teaching in military academies, its unique position in humanities education has not really been reflected, and its unique role has not been fully exerted." Li of the Foreign Languages Institute of the People's Liberation Army also said: "There is a serious dislocation between the goal of humanities education and the actual teaching activities." "The transfer of knowledge and skills has become a major educational activity. Even if the education at the conceptual level is written as a teaching plan, there are no corresponding effective educational measures. Teachers lack serious guidance in teaching activities, and the education of humanistic thought is often regarded as a soft indicator and something unrelated to humanistic knowledge education. " Zhao, a teacher of Jinan Command College of Armed Police, said: "Some teachers break a good literary work into paragraphs first, and then break it into sentences, words and characters, and the ideological realm and emotional pursuit of the article itself are gone. The analysis of the thought and background of the work is often dry rhetoric and empty talk. The wisdom and passion contained between the lines are analyzed without a trace, and it is impossible for students to understand the humanistic spirit. "
Then, what are the disadvantages of attaching importance to instrumentality and ignoring humanism in college Chinese teaching? Teacher Wang Xilian of Xiangfan Branch of the School of Military Economics thinks that "the result is that college Chinese has been dubbed' Secondary Four' language, and students' interest in learning is generally not high, even they are very tired of college Chinese". Li, a teacher at the School of Foreign Languages of the People's Liberation Army, said: "This not only greatly affects students' enthusiasm for learning college Chinese, but also inhibits the function of humanistic education in college Chinese. Wang Shaoyu, a teacher of Kunming Army College, pointed out sharply: "The lack of humanistic education has affected the quality of modern qualified military personnel. Specifically, the cultural background is not rich enough, the enterprising spirit needs to be strengthened, the pioneering consciousness is not strong, and the positive attitude is not comprehensive enough, so it is difficult to adapt to the quality requirements of soldiers in modern wars. "
Conclusion: Poetry teaching, as a part of college Chinese teaching, also has the characteristics of attaching importance to tools and neglecting humanities, which makes the college Chinese teaching practice fall far short of the requirements of "talent training target mode" and "curriculum standard".
Fifth, students' humanistic consciousness is poor and their thoughts are biased.
Teachers also have a * * understanding of this issue: Chu Dongye, a teacher at the Artillery Academy, said: "When teachers are seriously promoting the charm of traditional culture, many students will ask such questions: What is the use of learning college Chinese?" Sun Li, a teacher at Tianjin Military Transportation College, said: "Influenced by the current exam-oriented education in the college entrance examination, high school students in China began to divide classes in arts and sciences very early. Many students who enter the military academy lack the most basic humanistic cultivation and humanistic spirit, narrow cultural vision, lack of imagination and broad mind, poor ideological expression ability, and serious congenital deficiency of humanistic quality. " The author has similar experience in poetry teaching in recent years. Some students focus on the analysis of words and sentence patterns and the discussion of artistic skills, and pay insufficient attention to the spiritual aspects such as emotion, values and aesthetics. They "didn't put the education of outlook on life, values, moral quality and personality cultivation in its proper position." This is the problem of students' humanistic consciousness.
There are also some problems in students' ideological attitude. Wang, a teacher of Nanchang Army College, said: "Some students lack conscious Chinese awareness, fail to develop feelings of being close to Chinese, and lack recognition of college Chinese." Therefore, the proportion of elective courses (college Chinese course-author's note) is extremely low. Zhaowei, from the Language Department of Kunming Army College, said, "There are quite a few students who don't have the correct learning attitude. They don't pay attention to the learning process, don't pay attention to which course to learn, only care about the results of learning, and whether they can pass the exam without paying or paying less for any course. "
Conclusion: The lack of students' ideological understanding as the main body of teaching has brought more problems and difficulties to the teaching of college Chinese literature (poetry).
Sixth, military characteristics are almost lost.
In the preface, the editor of College Chinese, a textbook compiled by military academies in 2006, pointed out that "this textbook is academic and theoretical, and it also highlights the military characteristics", and "the textbook closely follows the training objectives of our military in the new century and new stage, and its content highlights the military characteristics". However, except that the writing and speech parts have not changed much compared with the textbooks used before, as far as the literature part is concerned, the military characteristics have not been strengthened but weakened. Take the poetry part as an example. In the College Chinese Textbook 1995 published in June (printed by various institutions for trial implementation), * * * included 26 poems, including 2/KLOC-0 poems on military topics, accounting for 88%. During the Ninth Five-Year Plan period, College Chinese, a key military textbook published on 200 1 and compiled by military colleges and universities, included 25 poems and 20 military themes, accounting for 80%. In 2003, College Chinese, a trial teaching material of the Armed Police College, was compiled, with 6 poems and songs and 10 military songs, accounting for 63%. However, the 2006 edition of College Chinese Course compiled by military academies contains 28 poems, of which only 9 belong to the military category, accounting for only 32%. As a result, the proportion of military poems dropped from the initial 88% to 32%, a decrease of 56 percentage points. The above data shows from one side that, as far as literature and poetry are concerned, the military characteristics of the current college Chinese textbooks are not "highlighting military characteristics" as mentioned in the preface, but greatly weakening military characteristics and lacking military characteristics. Compared with local textbooks, its military characteristics are not outstanding. Take the college Chinese textbooks edited by East China Normal University, Beijing Normal University, Liu Cuixiao and Shanxi University as an example. There are 26 poems compiled by * * *, including 7 military poems, accounting for 27%, which is only 5 percentage points lower than the military school textbooks.
"Basic Requirements of College Chinese Course Teaching" clearly endows college Chinese to train students! Positive fighting spirit ",Yang Ping, a teacher from the School of Ordnance Engineering, also pointed out in the article Reflections on College Chinese Course in Military Academy that military characteristics" are the unique survival point and development foothold of College Chinese Course in Military Academy ". Recently, I read from the Internet that the American Western Military Academy has adjusted some courses and added a unit to literature education: China's ancient frontier poems. The highlight of this unit is Li Bai's Battle of the South of the City. On the one hand, the military poems of our military academies have been repeatedly deleted; On the other hand, the United States Military Academy at West Point added the unit of China's ancient frontier poems. Without military characteristics, how will college Chinese teaching in China Military Academy shoulder the heavy responsibility of cultivating "fighting spirit" and how will it survive and develop? This is a serious problem that every Chinese teacher in military academy has to face.
Above, taking the current situation of poetry teaching as an example, the author expounds the problems and shortcomings in Chinese education in military schools from multiple levels and angles. In view of this, the author believes that it is appropriate to deepen the reform of college Chinese literature (poetry) teaching and fully implement the requirements of "Talent Training Program" and "Curriculum Standards" by solving the above six problems at present.