1. About 40% of the texts have been replaced, and the proportion of classical Chinese has increased significantly. Where does it come from?
The national primary and secondary schools have unified Chinese teaching materials, and the proportion of classical Chinese has increased significantly
Starting from September 2017, Chinese language textbooks for primary and secondary schools across the country will be unified into the new "Ministry Edition" (written directly by the Ministry of Education). As a landmark subject of education reform, the era of "one outline and multiple volumes" of Chinese language textbooks for primary and secondary schools has officially come to an end. It is understood that about 40% of the texts in the "Ministry Edition" textbooks have been replaced, and the proportion of classical Chinese texts has been greatly increased. Compared with the previous People's Education Edition, there are a total of 124 ancient poems/articles for the 6th grade of primary school, accounting for 30% of all texts. For the third grade of junior high school, the total number of ancient poems/articles has increased to 124, accounting for 51.7% of all texts. This is the highest proportion of classical Chinese in Chinese textbooks in more than a hundred years since the rise of vernacular. With such a regulation, the first thing affected is school teaching - not only do we have to face 40% of new teaching content, but there is also an item in the teaching materials that is almost specially designed for teaching, that is: the introduction of famous works must be implemented in teaching. In this regard, editor-in-chief Wen Rumin explained, “This is in view of the common shortcomings of insufficient reading in current teaching.” 2. How much has the proportion of Chinese textbooks replaced by classical Chinese textbooks increased?
According to reports, in September this year, newly enrolled primary and secondary school students across the country will use the "Compulsory Education Chinese Textbooks compiled by the Ministry of Education", and nearly three new versions of the texts will be replaced. Two-thirds of the proportion of ancient texts increased.
According to reports, the relevant person in charge said that the new textbooks rely on four criteria when selecting texts: classic, both text and quality, suitable for teaching, and taking into account the contemporary nature. This time, the "department editor" In "This Book", there are fewer "current articles" that have not yet settled, and some classics have returned. The proportion of traditional culture chapters in this revision has been greatly increased.
Ancient poems have been available since the first grade of elementary school. The 12-volume textbook for six grades of elementary school has 132 ancient poems and articles, with an average of about 20 articles for each grade, accounting for about 30% of the total texts. There are 124 selected ancient poems and essays in the 6 volumes of junior high school, and the weight has also increased.
The genres of ancient literature are more diverse, ranging from ancient folk songs to poetry and quatrains, from Han Dynasty essays to Ming and Qing sketches. Experts said that the best way to teach ancient poetry is to let people feel the beauty of poetry and Chinese language. Primary school students have good memory and read more, recite more, and become familiar with it. Maybe they can’t tell what the beauty is at first, but they will slowly learn it. Slow sedimentation.
Some experts said that when learning classical literature, you should recite more and read it without hesitation. You don’t have to be obsessed with ancient literature. You just need to be able to immerse yourself in it while reading. They hope that the poetry culture can be passed on. 3. How should ancient poetry be taught in the context of unified teaching materials?
We all know that classical Chinese is the root and soul of our country’s national culture. However, classical Chinese, which in our eyes is full of emotion, conciseness and conciseness, is clumsy, esoteric and incomprehensible to most junior high school students, which is daunting. However, classical Chinese teaching is an important part of reading teaching. The unified teaching materials pay special attention to cultivating students' ability to learn classical Chinese independently. The proportion of classical Chinese in the new textbooks for seventh grade is between 1/5 and 1/4, and by eighth grade it increases to 1/3. Looking back at the high school entrance examinations over the years, although the test was on extracurricular classical Chinese, the knowledge points tested were still in class. So how can we not only attract students' interest in classical Chinese, but also improve the learning efficiency of classical Chinese, implement the goal of cultivating students' independent learning ability in the new textbooks, and improve the expansion and transfer ability of classical Chinese? Taking myself as an example, I will talk about the three methods I use to cultivate students' independent learning, organization and application in teaching.
Teaching classical Chinese in the context of unified teaching materials is interesting and effective! 4. How do you view the substantial increase in the proportion of classical Chinese in Chinese language textbooks
Einstein: “The so-called education is what is left after a person has forgotten everything he has learned in school.
So what the school teaches is knowledge so that you can make money in society. It is a place for imparting knowledge. Without education, the moral decline of Chinese people is very serious. They jaywalk, spit, and there are countless clever people who exploit legal loopholes. There is no way for them to be assimilated by foreigners. I think a lot. Back then, Zhao Benshan's series of skits about selling kidnappings were full of all kinds of cleverness. They were still able to go to the Spring Festival Gala. Now there is no way. Why is it because our Chinese people were very simple back then and did not have any cleverness. There was benevolence and righteousness; when there was wisdom, there was hypocrisy; when the six relatives were in disharmony, there was filial piety and kindness; I remember that my brother and sister had a book on the Three Character Classic in elementary school. It was deleted when I entered elementary school. Classical Chinese is mainly about sages. The content of books is education rather than knowledge. So some foreign evil forces and traitors within China began to say that classical Chinese is a feudal thing, right? Good things are trying to block our educational institutions. In fact, educational institutions and medical institutions in many countries are controlled by foreign forces, and some of them have been privatized by them. 5. What are the characteristics of the seventh "refresh" of Chinese language textbooks?
< p> In September this year, a new batch of primary and secondary school students in China will receive a new version of the "Compulsory Education Chinese Textbook compiled by the Ministry of Education"This is the seventh "big update" of Chinese language textbooks after the rise of vernacular. In September this year, a new batch of primary and secondary school students in China will receive a new version of the "Compulsory Education Chinese Textbook compiled by the Ministry of Education."
This is the seventh "big change" in Chinese language textbooks after the rise of vernacular. The compilation of the new version of the "Ministry Edition" textbook started in March 2012 and lasted four years. It was approved for use in 2016 and published by the People's Education Press.
Last year, new textbooks were released and put into use in first grade and seventh grade. The new textbooks were used in 50% of first grade and about 60% of seventh grade. Starting from this year, the "ministry-edited" textbooks will become unified-edited textbooks.
One of the most eye-catching changes in this "Ministry Edition" textbook is the substantial increase in the number of ancient poems and articles. For the first time, ancient poems have been added to the textbooks for the first grade of primary school. There are 132 ancient poems in 12 volumes for the six grades of the primary school, with an average of about 20 articles for each grade, accounting for about 30% of the total texts.
Compared with the original human-educated textbooks, the increase is about 80%. The selection of ancient poems and prose in the 6 junior high school volumes has also increased.
Prior to this, classical Chinese had experienced 7a686964616fe78988e69d8331333363383430 "changes" in Chinese textbooks. At the beginning of the 20th century, the Chinese cultural circle launched the vernacular movement, and classical Chinese was withdrawn from primary school classes and its proportion in junior high school textbooks was reduced.
After the founding of New China, the proportion of classical Chinese has gone through ups and downs. In the late 1970s, classical Chinese began to enter primary school textbooks on a larger scale, and the proportion of classical Chinese in middle school Chinese textbooks rose to 22%.
After the news of this textbook change was announced, "the proportion of classical Chinese in Chinese textbooks has soared" became the focus of heated discussions on the Chinese Internet, and most netizens expressed support for this. Weibo user "Bitter Medicine" said: "It is good to add some famous classical poems. The literary nature of ancient prose is stronger than many modern articles.
Learning more in primary and secondary schools will help "Chinese people will have a better understanding of history, enhance their national pride, and understand China's heritage." Some netizens are also worried that the increase in the proportion of classical Chinese will increase the pressure on primary school students to memorize texts.
It is difficult for younger students to understand the meaning of ancient prose. Can the true essence of ancient prose be learned through a learning method that requires memorization? A professor from the School of Liberal Arts of Communication University of China said that primary school students in lower grades are in the first learning stage of life, with active thinking, broad interests, and strong ability to accept learning. Appropriate introduction of some classical Chinese education at this time can lay a good foundation for future classical Chinese learning and exploration. . "The learning and absorption of classical Chinese requires a process, and you cannot rush for quick success.
The requirement of familiarity and recitation is more suitable for the teaching of classical Chinese in lower grades. It is useful for increasing children's sense of literacy, cultivating their sense of language and literary aesthetics, and stimulating their interest in learning. important role," he said.