The new version of the Chinese language teaching materials of the People's Education Press is arranged in the order of ancient poetry and prose, starting from elementary school, junior high school, and high school, basically from simple to complex, from easy to difficult, from low to high, taking into account the students' various abilities. The grade level awareness is, firstly, partial to Tang poems and Song lyrics. There are more Tang poems and Song poems selected as teaching materials, including the Book of Songs and Songs
Secondly, the arrangement of ancient poems is not systematic, comprehensive and scattered, and the whole ancient poems are not complete. The system, source and flow are unclear.
Similarly, the arrangement of ancient texts is also messy and disorderly. When students learn ancient poetry, they don’t know the source and flow; when they learn ancient prose, they don’t know the source and flow. Just like missing the forest for the trees, learning ancient poetry is very unsystematic. Down east, down west.
Neither of the two knowledge systems of ancient poetry and prose is quantified or systematized.
From the sixth grade of elementary school to the third grade of junior high school and then to the third grade of high school, there is no clear knowledge system.
I have studied ancient poetry and prose for 12 years, but I can’t tell my students what they have learned. The same goes for teachers.
In 1987, I went to Panjin to study Wei Shusheng. The Mandarin knowledge tree he talked about gave me a lot of inspiration, systems theory, and quantitative perspectives. It was discussed in my "A Preliminary Study on the Quantification and Systematization of Chinese Knowledge".
However, our existing teaching materials only consider how to prepare for the exam in terms of knowledge points and test points. We have never started from the development of ancient Chinese literature and compiled a system in sequence from beginning to end. In the textbook, students only memorize specific ancient poems and prose lines every day. Here
I think vertically we need to sort out the origin and flow of the history of ancient Chinese literature, and horizontally we need to sort out the representative writers in the history of ancient Chinese literature. and his masterpiece.
The teaching materials are arranged in a disorderly manner and are not systematic. After studying for 12 years, students only know the two major systems of ancient poetry and prose as methods for obtaining test questions, lacking an overall knowledge system, and the development context is not clear at all. The unit combination is an organizational combination that spans eras, has great jumps, and has no theme. It will inevitably lead to scattered and unsystematic knowledge learned.
In the past about the 1950s and 1960s, Chinese textbooks were divided into literature textbooks, Chinese textbooks, and composition textbooks. This is an independent knowledge system arrangement, each with its own emphasis. Since then, it has been a mix and match. The composition class is placed on knowledge credits, which is not systematic and needs improvement.
When I was in college, I studied ancient Chinese literature, which was very professional, systematic and subdivided, but I started from scratch and every paragraph was very clear. What to study, start to combine teaching units from each stage, such as studying "The Book of Songs", with systematic introduction and clear knowledge points. I had to study those masterpieces.
Inspired by this, I am also slowly exploring the integration of the two systems of ancient Chinese poetry and ancient prose in the chaos, clarifying the clues, and teaching them to everyone. Students will learn in a more systematic and quantitative way, rather than haphazardly.
Ancient Poetry: "The Book of Songs", "Chu Ci", "Wei, Jin, Southern and Northern Dynasties", "Han Yuefu" 0055-79000005-790000, divided into seven units, taught from scratch in an organized manner, each stage vertically
The difficulties of each unit, compulsory and electives, intensive reading and extensive reading, key points and expansion are extremely clear.
Everything is difficult at the beginning, but it is not difficult to grasp the clues.
For example: "Tang Poems" four-character poems to Han Yuefu five-character poems and Tang poetry seven-character poems, ranging from easy to difficult from the perspective of language.
However, the arrangement of the new textbook is still half-way through, making it very confusing and no clues can be found. Does the origin of poetry begin with "Song Ci"?
After I have taught ancient poetry many times, I teach it from beginning to end every time. Students start learning "Yuan Opera" in the second grade. Practice has proved that it is not easy to read the second grade of elementary school.
Every time I teach, I will select a new chapter from the Book of Songs to enrich it, select thirty poems, and expand it. I will learn more and gain more.
Ancient poetry is taught in seven-segment units. The teaching content has been increased and the capacity has been expanded, which has greatly broadened students' knowledge horizons, enabled students to have a clearer and more complete understanding of ancient poetry, and their ability to read ancient poetry has gradually improved.
Compared with the new textbooks for modern people's education, from a few songs to dozens of songs, I have gained a lot and benefited a lot.
In addition, ancient Chinese teaching is divided into two systems. One is the prose of pre-Qin scholars, from quotation prose to argumentative prose, from the shallower to the more profound. You can first study the "Book of Songs" in two or three years. The Book of Songs can be studied in the fourth and fifth grades. One can study the Book of Songs in fifth grade.
The Qin scholars focused on Confucius's "The Analects" and Mencius's "Mencius" in their prose. Zhuangzi, Mozi and Laozi only chose their representative works.
Look at ancient Chinese textbooks for junior high schools and ancient Chinese textbooks for high schools, and select about 80 articles from "Guanwen Guanzhi". Therefore, students in the fifth and sixth grades learned 80 ancient essays, laying a foundation for ancient poetry and prose before entering middle school.
It lies in the accumulation of knowledge. After five years from the second grade to the sixth grade of elementary school, after basically learning these two systems, it becomes easy to enter junior high school, and you have more time and energy to study mathematics, physics and chemistry.
In carrying out scientific, systematic, quantitative and organized teaching of ancient poetry, I have continuously accumulated and summarized experience in the past few years. After some experiments, it is effective and feasible.
The ancient literature class is very tiring.
The course capacity is very large, very tiring, and very enjoyable. I also gained from it the experience of reviewing the past and learning the new, being the Minister of Education, being an old man, and cultivating the land, and I enjoyed it.
Textbooks are dead. People live. You must be good at using your brain, good at teaching, good at grasping clues, and mastering the whole picture of the forest. Only then can you distinguish the types of trees in detail, learn the methods, understand the methods, and understand the methods better. You must not listen to others, use your brain, and teach blindly. Teaching without thinking is like being blind.
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