What should Chinese teach children? -My view on "Red Classics should be added to Chinese textbooks for primary and secondary schools"

Attachment: "The teaching content of red classics should be added to Chinese textbooks for primary and secondary schools"

Speech materials of the second meeting of the 11th National Committee of CPPCC

Member Mi Jiti's speech-Red Classics should be added to Chinese textbooks for primary and secondary schools.

Chinese course in primary and secondary schools is one of the important links to cultivate national spirit, which is responsible for the comprehensive education of language, morality, aesthetics, will and sentiment for minors. As an important part of Chinese textbooks for primary and secondary schools, red classics have played an irreplaceable role and become the main spiritual nutrition for minors to learn and grow up. However, we are faced with a worrying reality.

At present, there are only two red classics in Chinese textbooks for primary and secondary schools in Beijing: Grade Four in Huang Jiguang and Grade Five in Langya Mountain. Throughout the country, there are few red classics in Chinese textbooks for primary and secondary schools. Zhu De's shoulder pole, which our generation studied since childhood, has quietly walked out of the Chinese textbooks for primary and secondary schools and only stayed in the auxiliary textbooks in Beijing textbooks. In the series "A single spark can start a prairie fire" which has educated many people, 36 articles have been selected into primary and secondary school textbooks, but at present, only one article "Flying over Luding Bridge" is left in the supplementary teaching materials. This is a disturbing data. Many children don't know the red hero that has been familiar to generations. The "deletion" of red classic texts has aroused strong social repercussions. In September, 2008, Sina.com conducted a survey, and more than 95% of netizens disagreed. Netizens believe that the red classic texts such as "Heroes are monuments that cannot be toppled" and "Red classics should educate future generations" should not be deleted.

The Interim Measures for the Administration of Textbook Compilation and Examination in Primary and Secondary Schools and the Chinese Curriculum Standards promulgated by the state have no specific requirements for revolutionary traditional education (red classics) in Chinese textbooks. Therefore, it seems that all the Chinese textbooks reviewed and approved have the title of revolutionary traditional education (red classics), but the titles chosen by different versions are different.

Some educational and teaching units "change for the sake of change" in order to highlight the "sense of the times" of teaching materials. In some places, the adaptation of teaching materials and the introduction of new teaching materials are regarded as a kind of "educational reform achievement" The range and frequency of changes in new textbooks are dizzying. The previous textbooks have been used for less than two years, and the use effect has not been evaluated before, and new textbooks have been introduced, which makes it difficult for teachers and students to adapt. In some local textbooks, almost a few editors have the final say, and it is not necessary to listen to opinions from all sides and conduct extensive argumentation.

First of all, the current Interim Measures for the Administration of Textbook Compilation and Examination in Primary and Secondary Schools and the Chinese Curriculum Standards should be revised. Teaching materials are also a kind of "public goods", and the compilation of teaching materials must go through social selection procedures, not simply decided by a few authors. At present, the compilation of teaching materials is composed of editors hired by the education authorities, who sort out the contents of the teaching materials and finally submit them to the auditing experts designated by the education authorities for auditing. The reduction of red classic texts is also caused by such an artificial procedure. In this process, experts are often confined to the same subject without the participation of interdisciplinary experts, which leads to some serious problems in the compilation of teaching materials. For example, in the second grade of primary school, the words that will be contacted in math class are not taught as new words until the third and fourth grades in Chinese teaching, which affects students' understanding and learning. The content of Chinese textbooks for primary and secondary schools can neither remain unchanged nor change with each passing day.

It is necessary to strengthen the weight of red classics in Chinese teaching. Children admire heroes, and the image of heroes often affects the growth of children's lives. Red classics have played an inspiring and guiding role in children's growth. Now, due to the reduction of red classics in Chinese classes, children's worship of heroic images is reduced, so that they are addicted to extreme personal heroism in video games and go to psychological distortion and crime, leading to campus violence, suicide, juvenile criminal gangs and other behaviors. Therefore, it is an urgent task to call for more red classics to enter the Chinese teaching classroom, carry forward the heroic spirit and cultivate children's healthy growth.

It is necessary to establish an ideal teaching and reading environment for red classics. There is a hidden fault in the inheritance of the red knowledge pedigree. On the one hand, the society advocates and adheres to the values that come down in one continuous line with the red classics. However, due to the gradual passage of time, red classics gradually disappeared from the classroom, making it increasingly difficult for children to understand revolutionary history, life scenes and behavior patterns, including masterpieces. This requires us to start with teaching materials, so that children can understand that period of history by learning red classic texts and pass on the revolutionary tradition from generation to generation, which has also become one of the important connotations of the socialist core value system.

Spokesman's work unit and main position: Deputy Director of the Management Committee of China Writers Publishing Group and Editor-in-Chief of China Writers.

Let me talk about my question first:

Let me talk about the teaching purpose of Chinese class first. Personally, I feel that the purpose of Chinese teaching is nothing more than to cultivate and improve students' ability to use modern Chinese for non-literary reading, discussion, non-literary narration and explanation; Improve students' language sensitivity and reading ability, improve students' written and oral Chinese expression ability, improve students' literary accomplishment, shape students' literary accomplishment and literary temperament, and let students feel and improve their understanding of literature and language in the process of learning China's classic works.

As for whether to add red classics to Chinese teaching, the first consideration should be how helpful these red classics are to improve students' Chinese literacy, not whether they are red. Of course, students' outlook on life and cognition should be changed and improved in Chinese learning, but this is not the core purpose of Chinese class, and we should not be persistent and waste Chinese education because we ignore small things. I think the Chinese textbooks during the Cultural Revolution were all so-called red classics, and how many of those red classics can be called classics in the field of Chinese? Of course, if the red classics are also classics of Chinese studies and literature, they must be used. Even if those literary classics are classic and have no correct world outlook and outlook on life, we can't choose. The standard chosen here should be based on the cultivation of Chinese literacy, taking into account the world outlook, but it must not be red for the sake of red, which can only be said to be the sorrow of Chinese education!

We always like to give China people more tasks, and even often get lost. We can feel it now by looking at the students' language expression ability. After so many years of red language education, we haven't seen much progress in students' thinking, and there will be too many "illiterate" who can't even recognize Chinese characters. I hope I can give Chinese a simple face and hope that Chinese is Chinese.