Attachment: "Chinese textbooks for primary and secondary schools should add teaching content of red classic works"
Speech materials for the second session of the 11th CPPCC session
Aikbal ·Committee Mijiti’s speech--Chinese textbooks for primary and secondary schools should add teaching content of red classics
Chinese textbooks for primary and secondary schools are one of the important links in cultivating the national spirit and are responsible for educating minors about language and writing. The important task of comprehensive education such as ideological and moral character, aesthetic taste, will and sentiment. As an important part of Chinese textbooks in primary and secondary schools, red classics have played an irreplaceable role and become the main spiritual nutrition for minors in their learning and growth. However, we are facing a worrying reality.
Currently, there are only two red classics in the Chinese textbooks for primary and secondary schools in Beijing: "Huang Jiguang" for the fourth grade (Part 2) and "Five Heroes of Langya Mountain" for the fifth grade (Part 1). Across the country, red classics are rarely seen in Chinese language textbooks for primary and secondary schools. Works such as "Zhu De's Carrying Pole" that our generation learned since childhood have quietly left the Chinese language textbooks in primary and secondary schools. In the textbooks in Beijing, they are only retained in supplementary teaching materials. The "A Catching Fire Starts a Prairie Fire" series of books that has educated many people has had 36 articles selected into primary and secondary school textbooks, but currently only one article, "Flying to Capture the Luding Bridge," remains in the teaching aids. This is a disturbing statistic. Many children no longer know the red heroes who were once familiar to generations. "Deleting" red classic texts has aroused strong social repercussions. In September 2008, Sina conducted a survey and found that more than 95% of netizens opposed it. Netizens believed that "heroes are unfailing monuments" and "red classics should educate Future generations", these red classic texts should not be deleted.
The "Interim Measures for the Compilation, Approval and Management of Primary and Secondary School Textbooks" and the "Chinese Curriculum Standards" promulgated by the state have no specific requirements for the number of chapters on revolutionary traditional education (red classics) in Chinese textbooks. Therefore, it seems that the approved Chinese textbooks all have chapters on revolutionary traditional education (red classic works), but the chapters selected are different in different versions.
Some education and teaching units "change for the sake of change" in order to highlight the "sense of the times" in teaching materials. In some places, the adaptation of teaching materials and the launch of new teaching materials are completed as a kind of "educational reform performance". The magnitude and frequency of changes in new textbooks are dizzying. The previous textbook had been used for less than two years, and the effectiveness of its use had not yet been evaluated. A new textbook was introduced, making it difficult for both teachers and students to adapt. In some local textbooks, what content is included in the textbook and what content is eliminated is almost decided by a few participating editors, and there is a lack of listening to opinions from all sides and conducting extensive argumentation.
First of all, the current "Interim Measures for the Compilation, Approval and Management of Primary and Secondary School Textbooks" and "Chinese Curriculum Standards" should be revised. Teaching materials are also a "public product". The compilation of teaching materials must go through social selection procedures and cannot simply be decided by a few writers. At present, teaching materials are compiled by a writing team composed of writers hired by the education authorities. The writing team organizes the content of the teaching materials and is ultimately reviewed by review experts designated by the education authorities. The decrease in red classic texts is also caused by such a man-made procedure. In this process, experts are often limited to the same subject, without the participation of interdisciplinary experts, resulting in some shortcomings in the preparation of teaching materials. For example, characters that are exposed in mathematics classes in the second grade of elementary school are not taught as new characters until the third or fourth grade in Chinese language teaching, which affects students' understanding and learning. The content of Chinese language textbooks in primary and secondary schools cannot be static, nor can it change "with each passing day".
It is necessary to strengthen the importance of red classics in Chinese teaching. Children admire heroes, and the image of heroes often affects the growth of children throughout their lives. Red classic works have played an inspiring and guiding role in the growth of children. Nowadays, due to the reduction of red classics in Chinese texts, there are fewer heroic images that children admire. As a result, children are addicted to extreme personal heroism in video games, leading to psychological distortion and crime, leading to some campus violence, suicides, and juvenile criminal gangs. etc. behavior. Therefore, calling for more red classics to be included in Chinese teaching classrooms and promoting the spirit of heroism are top priorities in cultivating the healthy growth of children.
It is necessary to establish an ideal environment for teaching and reading red classic works. There have been hidden gaps in the inheritance of the red knowledge lineage. Although society on the one hand advocates and adheres to the values ????that are consistent with the red classics, as time goes by and the red classics gradually fade out of the classroom, children's understanding of that period of revolutionary history, life scenes, behaviors, including classics, etc. It's getting more and more difficult. This requires us to start with teaching materials, allowing children to understand that period of history by studying red classic texts, and pass on the revolutionary tradition from generation to generation, becoming one of the important connotations of the socialist core value system.
The spokesperson’s work unit and main position: Deputy Director of the Management Committee of China Writers Publishing Group, Editor-in-Chief of "Chinese Writers"
Let me first talk about some of my questions:
Let’s first talk about the purpose of teaching Chinese classes.
I personally feel that the purpose of teaching Chinese classes is nothing more than to cultivate and improve students' ability to use modern Chinese for non-literary reading, argumentation, non-literary narration and explanation; to improve students' language sensitivity and reading ability, and to improve students' ability to use Chinese The ability of written and oral expression can improve students' literary accomplishment, shape students' literary literacy and literary temperament, and allow students to feel and improve their understanding of literature and language in the process of learning classic Chinese works.
As for whether to include red classics in the teaching process of Chinese classes, the first thing to consider should be how helpful these red classics are in improving students' Chinese literacy, rather than whether they are red or not. Of course, in the study of Chinese language, we must take into account the change and improvement of students' outlook on life and understanding, but this is not the core purpose of Chinese lessons. Therefore, we cannot be too stubborn to be stubborn and cause a waste of Chinese education. I think the Chinese textbooks during the Cultural Revolution were full of so-called red classics. And how many of those red classics can be called classics within the scope of Chinese language? Of course, if the red classics are also Chinese classics and literary classics, then we must definitely use them. No matter how classic those literary classics are, we cannot choose them if we do not have a correct world view and outlook on life. The selection criteria here should be based on the cultivation of Chinese literacy and taking into account the world view, but it must not be red for the sake of red. That can only be said to be a tragedy for Chinese education!
We always like to give more missions to Chinese, and even often lose our way. You can feel it by looking at the language expression ability of current students. After so many years of red language education, we have not seen how much progress the students' minds have made, and have created too many "illiterates" who cannot even recognize Chinese characters. I hope that Chinese language can be given a pure face, and that Chinese language can be Chinese language.