What are the scholars in the history of the development of Chinese language and literature education

In the late 30s of the 20th century, Ye Shengtao and Xia Yazun put forward the concept of "language" and tried to compile new Chinese textbooks, but unfortunately they were forced to terminate due to Japan's invasion of China. After the liberation of the country, Mr. Ye Shengtao once again proposed to merge "Chinese" and "national language" into one and change the name to "language". This suggestion was adopted by the North China ** Education Agency, and then promoted to the whole country, since then, "Chinese" has become a main subject in primary and secondary schools and even expanded to other countries.

The founder of the theory of Chinese and Chinese literature pedagogy is Zhu Shaoyu.

Mr. Zhu Shaoyu was born on December 13, 1922 in Yongji County, Jilin Province. In 1949, he graduated from the Department of Chinese Literature, Faculty of Liberal Arts, Northeastern University. He is a language educator, the founder of Chinese Chinese education theory, a member of the jury review committee for primary and secondary school textbooks of the Ministry of Education, the principle director of the National Association for the Study of Chinese Language Teaching Method, the principle director of the Language Learning Science Professional Committee of the China High Hunger Potato Infiltration Education Society, and a professor of the School of Literature of Northeast Normal University.

Mr. Zhu Shaoyu, the founder of the theory of Chinese and Chinese language education, once said: In Chinese classroom teaching, making problems run through the whole process of Chinese classroom teaching is the basic guarantee that 'students are the main backbone of learning and development', and is a necessary condition for 'respecting students' unique experience in the learning process'.

1) In ancient China, there was no language curriculum for the Wisdom and Wisdom Field, but it had a long history of children's literacy, sentence reading training and the study of Bagu Wen.

2) At the end of the Qing Dynasty, primary schools began to set up Chinese liberal arts. In 1907, the Statute of the Girls' Primary School was promulgated, which stipulated that the subject of teaching was the Chinese language, marking the beginning of the introduction of Chinese language in the disciplinary sense into the school curriculum.

3) After the "May Fourth" potato suspicion, "Guowen" was changed to "Chinese". In 1920, the Ministry of Education of the Beiyang Warlord ** promulgated a national school order, and the subject of "national language" was changed to "Chinese", and then the teaching materials of all subjects were changed to language and style. Since then, primary school Chinese has learned vernacular Chinese to achieve "literary consistency".

4) At the beginning of the founding of New China, "Chinese" was changed to "language shouting". The textbook editing committee is based on the textbook "Chinese".

The revised "Chinese" was changed to "Chinese", making the course title more scientific and reflecting the idea of attaching equal importance to listening, speaking, reading and writing, which has been used to this day.

To sum up, the research object of language education is the whole language education, which includes not only the aspects of knowledge and ability, but also the ideology, morality, aesthetics, and emotion in terms of educational content. In terms of education, there is Chinese classroom teaching. There are also extracurricular organized language activities, education and influence in school, family, and social environment; In terms of the means and methods of education, it is not limited to teachers imparting knowledge and arranging training, but is lively, flexible and diverse, and eclectic. Language pedagogy provides theoretical guidance for comprehensively implementing the education policy, promoting the reform of Chinese teaching, and improving the efficiency of Chinese teaching.

Language pedagogy is a developing applied theoretical discipline. The study expounds a series of theoretical and practical skills, including the language education system, the nature and tasks of Chinese subjects, the syllabus of Chinese teaching and the principles and models of Chinese teaching in secondary schools, the teaching methods of Chinese in secondary schools, the teaching of reading, the teaching of oral communication, the teaching of Chinese education and quality education, the modernization of Chinese education in secondary schools, and the practice of micro-grid teaching and educational practice.

It absorbs the new viewpoints of today's language education, and presents a new look in language education from the aspects of the nature of language disciplines, language education system, modernization of language education, and language quality education. This book pays more attention to practicality, provides examples for various types of stylistic teaching, designs the content for the modernization of teaching methods, and provides an important reference for the innovation and development of Chinese education in middle schools.

Language pedagogy is a kind of subject pedagogy that has been developed in recent years. It is a theoretical system of language education rooted in the practice of language education, starting from the needs of China's real society and future development, and using modern educational theories, psychological theories and modern educational technologies. Language pedagogy is not the product of the simple addition of language science and educational science, but a new qualitative and new theoretical system formed by the intersection, penetration, mutual selection, integration and transformation of language science, educational science and psychological science.