The basic principle of Chinese teaching (reproduced) Tong-sheng wang
Nearly a century of Chinese modern school education effect is not good, I think that the most fundamental reason, is that it did not follow the objective law of language education. Language learning is different from learning other subjects, has its own characteristics. Must study the characteristics of Chinese teaching, and in accordance with the strategy and implementation. This is the basic principle of Chinese teaching. Specifically, there are mainly six: First, the \
This is the first big Chinese teaching should follow the principle. Increase in the past the people of the north, no yeast powder, but with the \It is the last time to purposely left over from becoming a living yeast. And when the scoop into it. See what effect at the time, live in a few minutes, face it. To learn the language. People in infancy, childhood, adolescence memory is very strong, and the understanding is very weak. With age understanding gradually strong, decreases in instead of memory. So learning the language is in elementary school, junior high school stage of reading, recite some beautiful corpus. Especially to recite, don't have to ask them to understand all this time, should make full use of optimal period of childhood memory to remember as much as they can remember, HanXinJiangBing the more the better. Don't understand don't understand, chewed chewed it and swallowed it. Like fluffy, at that time, there is no obvious effect, but years later would be %up a prudent. The long-term effect of the law school in ancient China, learning of Chinese language education has long been mastering and using high-tech. Between Ming dynasty and early qing, for example, the great educator Liu Shiyi once said: \memory, and savvy. Since before 15, material does not dye, knowledge is not open, more memory, the less understanding. After 15, knowledge that is open, materialistic JianRan, more understanding, less memory. All that has fallen when reading, both when the 15 before perusal, not only the four books\the five classics, even if such as astronomy, geography, history, math, there is rhyme formulas, all must perusal. If years longer, pay is not willing to read, will not read.\But since the reform, the modern school of Chinese language teaching to ditch all these fine tradition in ancient. Nearly a century of Chinese education \see. In fact, this is a main product of elementary school to junior high school storage corpora, scoop \back. Now language lesson from the primary school is grade three began to analysis of the text, the wasted effort, let teachers to account for all time. How much the reciting things no back, shouldn't remember things, such as the answer to the teacher's analysis of the text, flip a head: it's really putting the cart before the horse. Chinese teaching can't \Eyes to know a little less no matter, as long as the masterpiece good back, the language ability in the future will have a \go against it, who will be punished. Why our modern school language teaching the effect not beautiful? The biggest mistake is here.
The second, and the principle of \
The process of the language education should be how to arrange? Many people think of it, mind immediately jump out of a \made efforts to find \really the same? Is a \skeptical about it? For decades, China's education is mostly speak in this way. Thus, the Chinese language and literature education. The idea is too deeply rooted in the hearts of the people, is too deep, people become accustomed to, to suspect that even dare not even think about it. Actually, this is a myth of teaching theory. Learning is not all from simple to complex, from easy to difficult, from shallow to deep, step by step by step. Step by step is not a universal truth. Language learning is so. For example, today's language teaching material editor that classical Chinese is difficult, so I arrange to the back, the vernacular easy, is arranged at the front. More than 30 classical poems primary school, junior high school is thirty to ancient prose, a little more than high school, about 50 piece of writings in classical style. In fact, learning to recite ancient prose, the age is smaller, the better. This order should be down, from difficult to easy to. Again is a primary school teaching material, the lower grades is given priority to with literacy, knowledge of words and sentences teaching, mainly of teaching at the intermediate and senior into teaching. A section of an article \five or six years of early childhood learning oral English, have mastered the basic grammar rules. Didn't have to like learning a foreign language, therefore, by shining start, to the sections, to one article. Clearly what can one pace reachs the designated position, must give out along grade six. Such a slow step by step how many fare? Poor elements of ancient education, a concentrated literacy is woven to \of the article. \\\character classic\etc., are all so. Only in this way Chinese teaching will crash. The current teaching material of this order is not advisable to act that way. It should be used by leaps and bounds \It seems that primary and secondary school language teaching material of the two main \all have problems. Chinese teaching is a \but it is not necessarily the \\distinguished from easy to difficult, from simple to complex \Chinese language teaching to efficiently, we need to find their own unique \\don't order\which is another important principle of Chinese teaching.
The third, and the principle of \
Mr Tao yuanming zhi-fen said: \Chinese teaching, is very appropriate. Rapid development of primary and secondary school students are in the heart of the growth. Learning the language, there are a lot of things at that time do not fully understand, digest. There are a process of quantitative change to qualitative change. Students encountered some difficulties, don't have to immediately
To solve. Sometimes jump in the past, don't tube it, then other articles. Watch, read more, solved the difficulty itself naturally. Therefore, this requires that the language teacher don't complicated philosophy, metaphysics. Teach language lesson don't haggle over every ounce, grab a little importunities. Otherwise, cling to a small sesame, will throw in the big watermelon. Now the primary and middle school Chinese teaching effect is not high with the \to solution\has much to do. Many teachers put a text dismember ten thousand segments, create a lot of problems, and analysis to analysis, picking, lest students one thing missing, there is a little don't understand.
Such teaching, inevitably encroached on student precious time. Fewer students read, recite less, how can his language ability rapid progress!
There have been \reader's reading process is a process of re-creation, has its own unique understanding. Must students accepted unified point of view, that is imposed on people, is to kill personality, kill creativity. This taught students won't have big ambition. Does not mean that Chinese teaching can't beg \ Fourth, the principle of written language development
Chinese education major is to cultivate children's ability of listening, speaking, reading and writing. The people to a while, and then produced a misunderstanding: reading and writing is written language ability, heard that is speaking ability. To this problem, including primary and secondary schools teaching syllabus is the expression of fuzzy. In fact, heard or read and write, need to develop are written language ability. Because children learn early childhood has mastered the basic spoken English, is mainly written language development problems after school. Listening and speaking, it is oral communication, but it is the language used is not necessarily the spoken language; Conversely, reading and writing, written communication, but it is the language of that in the written form. Refers to the speech act of listening, speaking, reading and writing, and spoken language and written language refers to the language form. They are consistent, but not at any time are the same, they are not the same thing. Spoken and written language in any country, ethnic languages, there is a difference between. Chinese, too. Children learn oral English, is lower phase in the development of his verbal ability, and written into the school, that is the advanced stage. Chinese spoken language and written language of different generally has the following three aspects: first, the pronunciation. Spoken language is a dialect, written language is mandarin. Second, vocabulary. Oral vocabulary narrow, mainly is the vocabulary of everyday life, little amount. At the same time, it's a lot of words is dialects, and its communicative function is limited by geography. Third, grammar. Oral English due to the context of the auxiliary, so its syntax is simple, easy, not specifications. While written language syntax is relatively complex, strict and standardized. If specifically from the perspective of children's language ability development, the low-level stage and advanced stage mainly has seven differences: (1) general vocabulary of English. Written language of the general vocabulary, especially rich in synonyms, antonyms. (2) oral redundancy, allowing plenty of Hui windbag, repeat. Colloquial, parenthesis, and unnecessary repeat components around. Written language is concise, accurate, limit or eliminate the phenomenon. (3) the spoken word order is not strict, can upset, language ingredient of location is not fixed. The location of the written language ingredient is certain, not allowed to appear inversion. (4) with the help of a context oral, allowing any omitted. Written component ellipsis is conditional, there can be arbitrary. (5) oral English sentences, and shape, such as modifier few complete or overlapping phenomenon. Talk and written language, particularly in the literary style, is widespread. (6) oral results with \legal organization, do not use the correlative. Written language sentence is generally associated with words. (7) in the oral English sentence use very little, less number of related words. Results written language in use, related words amount is also big. After the children go to school, learning to write and read, then he mainly is the development of listening, speaking, reading and writing in the improvement of the seven aspects. This is a basic principle of Chinese teaching. The current primary and secondary school curriculum and materials are not very successful, is not to do things by it.
Fifth, \
General subject of study is \on the contrary, it is \to use the md\Chinese curriculum involves many aspects such as language, literature theory, the main is about grammar, rhetoric and logic. These are part of the theory of inductive. Those principles, rules, they are summarized from a lot of phenomenon of language, thinking and abstract. Thus, to understand the abstract \plenty of language materials. Here, learn to use is the first, is the activity of the perceptual level, and understand the theory is the second, is on the basis of the perceptual rational activity. So, primary and secondary school language lesson can't go into a theory of language and literature, and can only be in the language, literature theory under the guidance of practice class, application class. Do not speak or less speak language theory, is to let children learn to use Chinese, this is the real way of Chinese teaching reform. The traditional Chinese education in our country is not speak these, \to learn words, grammar, rhetoric, logic, an effective method. These valuable experiences should be studied seriously, to inherit them. Nearly a century of Chinese teaching, always want to let the students \of Chinese teaching, have to be in accordance with the \the course content. Moreover, it is best to put back, speak a little even if the high school stage. Don't like now, dead dig many language logic of nomenclature, the results of the students' ability of listening, speaking, reading and writing is improving. This is must get rid of the wasted effort. Sixth, and the principle of \
\literature of course selection system is harmful and should be banned. However, if the other hand, from the perspective of language teaching methods, \are not worthless. What is \In the final analysis is a kind of argument patterns. It the \speaking\this argument rules out some relatively fixed format, routines, asked the students \word\creativity, couldn't identify the talents. But if teaching students to learn writing, is of great benefit. Young children learn language begins to imitate, and \According to the preset format to \to write articles, can make it easy to students \started\stage. Although began to have some derivative, a ridiculously rigidity, but the \to \by - well, he will deliver, give out much creative. Couldn't \education while cultivating the \bai\\fu\but there are few educatee \\This is the success of it. Why today's writing teaching effect is not good, one important reason is that there is no inheritance \traditional Chinese education \now often criticized by people of practical writing teaching. Used to have a book called \the common business set out some of the \course, writing is not very appropriate, but \the traditional practical writing teaching, so some people learned a lot, but in this respect to every time I make a joke. This is the principle of \teaching a powerful disproof. Such as writing teaching again. Bad words to write today's primary and secondary schools is a very common phenomenon. In the history of this is not the case, the child copying \namely extension \\about, just writing \\the\yan, liu,
Europe usually, zhao four segments. The four segments is what? Don't is the four basic calligraphy \Beginner calligraphy can't advocate what creativity, is the copy of \four everybody. Writing when imitating passed, creating not create then see the learner individual endowment. This \copying teaching, although most people are not innovation, but written words have a type, functioning than \much better now. Thus, \principle is an important principle of Chinese teaching. Follow it and don't follow it, the teaching effect is very different.
China's current education policy is more than \later will be to \more development. Chinese teaching are compiled by people's education press an outline. So, whether the outline throughout the language education concept accords with the objective law of Chinese teaching in language teaching material and the restriction of Chinese teaching has a huge role. In line with the place, teaching material is made science and teaching efficiency; On the other hand, is not scientific, no efficiency. I thought today's primary and middle school Chinese teaching outline some of the things is against the basic teaching principle, so caused the current situation of the national language teaching efficiency is low. Chinese curriculum reform, first of all should start from here.
(the original load: %university after copy data to republish.)
Editorial: this article was written in two years ago, but today I thought still has practical significance. The language education in one hundred, our ability to have more than one hundred years, but there was none to study Chinese education exactly what are the basic laws of their own. Such language education how efficient? I look forward to my colleagues are Chinese education attaches importance to, pay attention to this problem, in that way, the language education of less fundamental overcome fare will be slow. -- tong-sheng wang 2004/12/6
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