It has been 10 years since the new curriculum reform was implemented, but most Chinese teachers still regard Chinese textbooks as the only curriculum resources, thinking that they should teach a very small number of texts in detail, up to 30 texts in one semester, and one academic year. A maximum of 60 articles, and a maximum of 180 articles in three years, can make students regurgitate the "three" in terms of language literacy and ability, and try to win more with less. This is a typical putting the cart before the horse. The reason why modern and contemporary Chinese language education is "less slow and less expensive" is that it is obsessed with "drawing inferences from one example to other cases". Insufficient reading, too little recitation, and even less writing lead to congenital deficiencies in Chinese language teaching in primary and secondary schools, malnutrition, and severe anemia.
Colleagues in the Chinese language field have been relentlessly exploring ways out for Chinese education. In the past thirty years, there have been countless publications about Chinese, and there are countless articles that use traditional, modern, and even the most fashionable theories to diagnose and treat diseases in Chinese teaching. But the Chinese language is still seriously ill. In the past thirty years, many Chinese education reformers have emerged and created many models and schools. However, most of them solve classroom problems at the micro level. From the macro level, they reflect on the insufficient reading and writing of Chinese textbooks and fundamentally solve the problem of Chinese teaching. Low efficiency and few problems. Perhaps people have overlooked the most important point, that is, the relationship between Chinese characters, Chinese language and Chinese culture. The current teaching method of text analysis was introduced from the West, and decades of teaching practice have proven that it is not suitable for China's national conditions. Chinese language education in China should follow the tradition of mother-tongue education and focus on accumulation, perception, and application. Return to the tradition of accumulating recitation, reading more, and writing more; implement the recitation items in the new "Curriculum Standards", implement the spirit of "do less questions, read more, and advocate reading the whole book", implement the quantitative requirements for extracurricular reading, and implement the extracurricular reading requirements. The word count requirement for pen practice requires traditional extracurricular reading and extracurricular pen practice to be carried out in class. As for the selection of teaching models and methods, you can be eclectic. I can use them both at home and abroad, as long as they can stimulate students' interest and guide them to read more. , memorize more, write more, stick to it and develop habits, you can change the low efficiency of Chinese teaching.
1. The law of Chinese learning is to read more, memorize more, and draw inferences from three examples
Why Chinese education must emphasize accumulation and "inferences from three examples." Because the formation of language ability is to accumulate "three" (meaning more), only then can we reflect on the "one" and form the "one" in terms of students' own language ability and literacy. "Have read three hundred Tang poems by heart, and you can recite them even if you don't know how to write them." A large amount of research, practice and common sense tell us that the law of language learning is exactly “drawing inferences from three examples”. Language learning is not very similar to "scientific" mathematics, physics and chemistry learning. You can "take one example" (such as an example) and "replicate three (do exercises)", "take less" and "win more". Language learning is often "take three" "And "anti-one", so without a lot of reading accumulation, you will be malnourished.
In addition to reading and accumulation, you also need to memorize. Mr. Hong Zhentao once proposed the principle of "swallow it". If you can accumulate and memorize a rich collection of fine poems and essays during primary and secondary school, then when you become an adult, you will be able to easily write fluently in words and words in order. Those who have good Chinese quality do not seem to be told by teachers, but because they have read more extracurricular books. The more you read and remember, the more your language skills will be higher than others. Dr. Wang Caigui of Taichung Normal University advocates memorizing the Four Books and Five Classics before the age of 13. He believes that this method can not only improve children's language literacy, but also develop and enhance children's wisdom and cultivate their sound personalities. Masters such as Lu Xun, Zhu Ziqing, Lao She, Xu Zhimo, Qian Zhongshu, Shen Congwen, Lin Yutang, and Liang Shiqiu all grew up memorizing ancient books. These phenomena are worthy of reflection in our Chinese teaching. In traditional Chinese language education, students are the masters of the classroom, and teachers are guides and supervisors. The students' main homework is reading and reciting. The teacher teaches easily and the students learn easily. In just a few years, not only can they have a good understanding of Chinese culture, but they can also learn Chinese culture easily. He is knowledgeable about the secrets and naturally "acquires" the skill of using language and characters. In contemporary Chinese education, teachers play the leading role and students play supporting roles. In class, the teacher takes up most of the time and speaks eloquently, while the students sit in the hall and listen. After class, teachers are tired of preparing lessons and reviewing homework, and students are struggling with a sea of ??problems. Both teachers and teachers are burdened like cattle, and resentment over teaching and learning has become a common practice.
Therefore, to grasp the direction of Chinese education reform from a macro perspective, we must pay attention to accumulation, read more, and memorize more. The Chinese language teaching reforms that have made breakthrough progress in the past thirty years are all moving in this direction, with specific and appropriate measures, and at the same time, they can be promoted consistently. Reforms such as Mr. Zhang Xiaochun's "Greater Chinese Education" in the early 1980s, Zhao Qianxiang's "Chinese Education and Human Development" in the mid-1990s, "Mass Reading and Writing, Dual-track Operation" in Yantai, Shandong, and Dou Guimei's "Three Transcendences", etc. Both can effectively solve the problem of low efficiency in Chinese teaching. The same thing is to focus on accumulation and implement more reading and writing.
2. Chinese language learning should combine reading and writing, write more and practice more
The overall idea of ??traditional Chinese education is to memorize first, then give lectures, and then compose. The ancients elevated the teaching status of writing, focusing on the cultivation of writing ability. "Writing" is the most important and is the concentrated expression of the comprehensive quality of Chinese language. The use of language is mainly reflected in "writing". Compared with the contemporary Chinese teaching system that focuses on reading and supplements it with writing, traditional Chinese education emphasizes "application", emphasizes practice, and focuses on "writing", which has better avoided the widespread phenomenon of high-mindedness and low-end.
In contemporary Chinese education, writing teaching is not taken seriously. Only 6-8 essays are written each semester. Although there are extracurricular writing exercises, most of them are not implemented, and the amount of writing is too small to form proficient skills. . Students regard writing as a daunting path, which has become a chronic disease in Chinese teaching. How to solve this problem? Practice more is the main way. Famous experts in Chinese language education all do this: Lu Jiansan, a special teacher in Zhejiang, requires students to write at least 30 essays every semester, Shen Hengzhong, a special teacher in Shanghai, advocates students practicing one essay a day, and Wei Shusheng, a special teacher in Liaoning, requires students to write 500 words a day. . But how to give students something to write, so that students are willing to write and can persist is the key to practicing writing.
In order to allow students to write more and practice more, I designed a "self-generated anthology-style" extracurricular writing practice in the mid-1990s. In order to give each student a chance to succeed and mobilize the enthusiasm of all students to practice pen writing, students are required to bind a "collection" by themselves on 16-karat white paper every semester, from cover design, masthead title, title page inscription, volume preface to table of contents. Students carefully design ideas and do it themselves. The cover and title of the magazine are required to have high artistic quality, reflect vigorous and upward sentiments or healthy and timeless interests, and have a distinctive personality. On the title page, choose one of your favorite proverbs as your motto, and add necessary decorations. Design a novel table of contents, mark the contents and titles of the complete collection with page numbers, indicate the writing mentality in the preface, write down the goals and plans for practicing writing this semester, and write a postscript at the end of the semester.
The content of the collection is mainly divided into four columns: 1. Reading notes. Students are required to present their usual extracurricular reading content in the form of reading notes. 2. Reading and writing synchronization. This column cooperates with the reading units of Chinese textbooks and classroom composition training points, focusing on composition training of propositions and fragments of requests. 3. Once a week. This column requires students to pay attention to major events at home and abroad, inside and outside school, and inside and outside the family, or people and things that can shock their hearts, and express them through their own observations and thoughts. 4. Literary and artistic creation. This column mainly practices literary and artistic creation, and can write poetry, prose, short novels, short plays, fables, fairy tales, science fiction stories, etc. Practice has proved that self-organized anthology-style extracurricular writing practice is in line with quality education and the current spirit of new curriculum reform, has significant effects and is easy to promote.
The "mass reading and writing, dual-track operation" in Yantai, Shandong Province, and the weekly composition report for the class of teacher Guan Jiangang in Jiangsu Province are all examples of success through repeated practice.
3. Internalize extracurricular reading and extracurricular writing practice to implement the spirit of the new "Curriculum Standards"
The experience and lessons of Chinese education show that investing a lot of time and energy into detailed Explanation and analysis, focusing on the mastery of rules, concepts and their accuracy, will inevitably reduce or ignore students' Chinese language practice and occupy students' time for reading, memorizing and practicing writing. Chinese learning requires a certain amount of accumulation. The accumulated content includes language materials, article styles, thoughts and feelings, and life experiences. Nowadays, a small poem is taught in one class, and a novel or essay of several thousand words is taught in three or four classes. In one semester, one hundred and twenty classes are used to study twenty or thirty texts. After finishing some texts, many students still stuttered while reading. There is little time for reading, memorizing, and writing practice in the classroom. This large-scale and long-term loss of Chinese teaching has seriously reduced the Chinese literacy of the majority of young people and even the entire nation.
The new "Curriculum Standards" are intended to correct this bias. On the basis of inheriting the essence of traditional Chinese teaching and summarizing decades of experience in Chinese teaching reform, the new "Curriculum Standards" re-emphasize the cultivation of language sense and focus on accumulation. The new "Course Standards" stipulate the number of recitation chapters, the number of extracurricular readings, and the number of words required for extracurricular writing practice.
These provisions of the new "Curriculum Standards" allow us to see the dawn of hope in Chinese teaching. However, it has been seven or eight years since the new curriculum reform was implemented. Except for a few places and a few teachers who have the courage to explore, they can understand the aforementioned shortcomings, grasp the direction of the reform from a macro perspective, use their own wisdom in educational practice, and use various effective measures to implement the accumulated recitation In addition to reading more and writing more, most Chinese teachers in most places across the country have not implemented the quantitative requirements for accumulated recitation, extracurricular reading, and extracurricular writing practice.
How to implement the spirit of the new "Curriculum Standards"? I advocate the internalization of extracurricular reading and extracurricular writing practice, and guide some young backbone teachers in our district to try it in teaching practice. 1. To improve the efficiency of classroom teaching, try to allow students to read, comprehend and accumulate independently, and not to take up too much time to analyze and lecture; 2. To select and reorganize teaching materials, select one or two texts in each unit to teach in depth or guide students Intensive reading, the rest skimming or self-reading outside class; 3. Use at least two classes per week to organize students to read classics or newspapers and periodicals in a planned way, and use reading notes or other methods to practice writing.
In this way, effective time and specific measures are used to ensure the implementation of the spirit of the new "Curriculum Standards", and the time for accumulation, reading, and comprehension is returned to students. At the same time, through reading a large number of classics, students are formed humanistic qualities.
Pioneers in Chinese education reform in various places have also made many successful explorations. For example, teacher Han Xing'e from Weifang City, Shandong Province conducted an experiment of "reorganizing teaching materials and reading a lot" in primary school Chinese. He adopted the method of "reading and memorizing, memorizing and reading", allowing students to study two to four texts in one class period and one volume in two weeks. textbooks, the rest of the class time led the students to search for books everywhere, read and take notes non-stop, and read more than 10 times the content of the current textbooks.
Another example is the "Reading of Classics and the Formation of Humanistic Qualities" experiment in Jilin Yuwen Middle School (High School). The experimental class studied the textbooks before the midterm exam every semester, and concentrated on reading classics and completing reading reports after the midterm exam. Students read 10 classics in two and a half years, with an average reading volume of about 2 million words.
In short, it is clear that the direction to change anemia and malnutrition in Chinese teaching is to accumulate recitation, read more, and write more. It is necessary to explore practice under the guidance of educational theory, and learn from the successful experience of predecessors and peers. Experience and absorb the results of Chinese language education reform that are in a leading position in the country. In this way, in the face of various models and schools, I am not at a loss as to what to do in front of various models and schools; nor am I stuck in a corner, clinging to the incomplete and conservative. I have my own mind, and all models and methods can be used by me.