How to understand the relationship between the historical evolution of my Chinese teaching materials

At the turn of the old and new centuries, the reflection on Chinese teaching materials and teaching in society is heating up day by day. Some people even accuse the current Chinese education in primary and secondary schools as "the shackles of students, the distortion of language, and the sorrow of literature". Subsequently, articles such as "Thoughts on Chinese Chinese Language Teaching", "Reflections on the Current Situation of Language Education in Primary and Secondary Schools", "Language Education Mistakes Are Exhausted", and "I Feel the Suffocation of Life" further reflected on Chinese teaching materials and teaching.

At the beginning of this century, the state carried out a vigorous reform of the basic education curriculum, and under the spirit of "people-oriented", the development of each student has received unprecedented attention, focusing on instrumental factors such as listening, speaking, reading and writing, and focusing on humanization, scientificization and internationalization in the selection of Chinese textbooks. In 2000, the "Chinese Syllabus for Full-time Primary Schools of Nine-year Compulsory Education" was revised and published again, and the new syllabus expressed the ideological education function of Chinese textbooks as follows: In the process of teaching, students should receive patriotic education, socialist ideological and moral education, and enlightenment education in scientific thinking and methods, cultivate students' creativity, cultivate their love for beauty, develop healthy personalities, and develop good will and character ......Efforts should be made to broaden students' horizons, pay attention to cultivating the spirit of innovation, improve cultural taste and aesthetic taste, develop a healthy personality, and gradually form a sound personality.

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Since the founding of the People's Republic of China, the textbooks for primary and secondary schools for the first 50 years or so have been compiled uniformly throughout the country, that is, the so-called "one program, one book" era. During this period, the People's Education Publishing House compiled teaching materials in accordance with the syllabus promulgated by the Ministry of Education, and the teaching materials of the People's Education Publishing House were used in primary and secondary schools in various localities. The unified Chinese textbooks published by the People's Education Publishing House are the first complete set of Chinese textbooks published in the history of Chinese education and used for a long time, creating many firsts, such as the number of teachers and students using the textbooks.

First, the strength and number of experts in the compilation are the first.

Society is changing, and the state's dominant ideology must also change, and Chinese textbooks are mainly educational ideas, and readers' ideas of education must follow the state's leading ideology.

In 1905, after abolishing the imperial examination system, the Qing Dynasty began to open new schools.

At that time, the curriculum and teaching materials were all imported from the West, and only one subject, called "national language", was taught.

After the outbreak of the May Fourth Movement, the vernacular language was advocated and the classical Chinese language was opposed, and the national language curriculum was affected, so the primary school changed to "Chinese", and the teaching materials had distinct oral characteristics

The ones used are vernacular essays or children's songs, stories, etc.

Chinese language courses are still set up in middle schools, and the proportion of vernacular literature has also increased significantly, and the works of new literary writers such as Lu Xun, Ye Shengtao, and Bingxin are selected.

In the late 30s of the 20th century, Ye Shengtao and Xia Yazun Qisui jointly 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 promoted to the whole country by the North China ** education institution, and since then, "Chinese" has become a main subject in primary and secondary schools and even expanded to other countries.

When I heard such a point of view today, I felt that there was some truth.

Children still have a certain talent for learning Chinese, because they like to read, so their Chinese grades are not bad, but they have been in a bottleneck period for a long time, not bad and not as good as they should be, and there is almost no big growth. There are two major problems: one is that the reading comprehension of ancient texts is not good, the meaning of real words cannot be remembered, and the feelings of imaginary words are not sensitive, and they cannot break sentences. The more you don't do it, the more you don't want to do it, which leads to a vicious circle.

The second is that they can't write arguments, the arguments can't serve the arguments well, and the idea is not clear. I used to think that these were the two modules of the language, and what was missing was to make up.

Today, after listening to this Youzhou Bi point of view, I have to reflect on it. When the children were in junior high school, there was no history teacher for one semester, and the children's little interest in history has disappeared with the toss of self-study today, substitute teacher tomorrow, and self-study the day after tomorrow. Therefore, there is no way to talk about the foundation of historical learning.

If the foundation of language learning is history, then it is really difficult for children to learn Chinese. The higher you go, the higher the requirements for the language, and you have already broken through the most basic requirements of listening, speaking, reading and writing, and implanted more reading materials. Take this year's national two volumes as an example, the first question of the discursive text reading is excerpted from Wan Ming's "The Trajectory of the Rise of Blue and White Porcelain in the Ming Dynasty", the second question of the literary text reading is Lin Huiyin's "Beyond the Window", and the fourth question of the literary reading excerpt is from "The Book of the Later Han Dynasty".

Zhao Xi Zhuan", the fifth question of ancient poetry appreciation is "Sending the Son by the Khitan", the sixth question of the famous sentence is written silently, and the eighth question "Writing" requires reading 6 sentences of poetry, writing feelings and thinking. Eighty percent of the questions are related to history. You need to know the author's life, you need to know the author's writing background, you need to know the thinking pattern of ancient people, you need to know the socio-economic situation ...... at that timeAnd all of this requires a certain amount of historical knowledge and common sense.

It seems that learning history well is not only about the study of history, geography, politics and literature, but also about language learning, as well as about vision and feelings.