On what good suggestions to strengthen the national education

The classics of national education, as the treasures of Chinese culture, have stood through thousands of years of trials and tribulations, and at the same time are the concentrated manifestation of the national spirit. Every aspect of Chinese thinking and behavior is permeated with the essentials of the National Science. More than a hundred years ago, the classics of Chinese culture were the books that the entire Chinese nation was clamoring to read and study, but a hundred years later, people have given up their "loyalty" to them, and this is due to several major changes in China's thinking in modern times. The leaders of the change wanted to awaken the ignorant and conservative people, trying to break the traditional backward culture, but some overkill, almost uprooted the founding principles, during that period of time the people talk about the "classics", the glory of the classics of Chinese culture is no longer in the past.

When the 21st century opened a new chapter in history, the international set off a "soft power" competition, the culture of various countries to compete. The various "heritage" movement makes us see that occupying the high ground of culture is a new weather of modern international competition, people are more concerned about a country's national charm, cultural flavor, historical deposits, rather than just GDP. how to make the Chinese nation unique in the competition, with a distinctive self and unique charm has become the topic of heated discussion. Blind "fetishism" can not be recognized, only to regain the soul of China - the Chinese classics is the most effective and reliable way.

"A wise boy is a wise country, and a strong boy is a strong country". Liang Qichao enthusiastically praised the youth as the power of a nation's rise in his "Sayings of Young China". As the hope of the nation, teenagers are generally regarded as future talents that can be molded, and the way they are molded depends on a country's development philosophy and determines a country's development prospects. Therefore, the people of the country should first set up a correct concept of national classical education. It is generally believed that it is long-term and effective traditional culture education to be realized through basic education, i.e. language education courses in primary and secondary schools. Secondly, we should carry out the general education program of Chinese classics in universities, but the implementation of classical education in primary and secondary schools is not optimistic, and the content of "classics" in university education is even more insufficient.

I. The Current Situation of Classical Education

In recent years, there has been a wave of "nationalism fever" gradually spreading in the society. Following the "Hundred Schools of Lecture" launched the "Yu Dan, the Analects of Confucius", "interpretation of the rules of the disciples" and other programs, the national classics reading material is more popular in the community. Primary and secondary schools around the world have begun to focus on the introduction of national classics recitation class. Walking into the campus early in the morning, the sound of books is endless, but it gives a formalized feeling. Whether or not students can recite the classics has become the most widely evaluated criterion nowadays, while the interpretation of the classics after recitation is far from enough. As for translation assignments, students can cope with them by buying a translation dictionary, but the accuracy of the translated books is not fully convincing. It is impossible to truly understand the connotation of Chinese studies without reproducing the experience of the context and grasping it in depth. In addition to formalized recitation, there is also a utilitarian mentality hidden in schools and society. Some schools are driven or forced to pursue the quantity and accuracy of recitation by the test-taking education index and parents' comparison culture, and various competitions have put a layer of utilitarian color on the Chinese classics. These superficial forms not only fail to grasp the essence of the classics, but also make the classics a commercialized product, turning classical education into classical recitation and classical competitions. This kind of education not only makes the connotation of the classics seriously lost, but also makes the students produce the emotion of disgust and disregard for the classics.

In the highly specialized teaching of universities, it is even more difficult to see a place for classical education. Except for those specialties related to Chinese classics, other majors, especially science and technology majors, hardly involve any re-infusion of Chinese classics. What remains in the minds of college students are still the classics that they memorized in junior and senior high school but have not yet fully understood. Understanding the classics is not a momentary process, but a lifelong one. Only with the growth of age can the understanding be deepened and the benefit be great. In universities, there is neither the requirement of classical courses nor the driving force of interest, so students are more often than not good at science but bad at human studies, good at computers but bad at the human brain, good at the Internet but bad at human feelings, good at commodities but bad at human character, good at power but bad at reasoning. ② Following this came the sharp question of Ji Baocheng, president of Renmin University of China: "What is a university for: producing useful machines? Forge harmonious people?" It has to be admitted that the practice of some universities in neglecting humanities education has caused many real social problems.

Two, how to make the classics enter the classroom

1. Teaching and learning in primary and secondary school classrooms

(1) Determine what kind of content can enter the classroom. The criticisms of the classics in the last century were not entirely wrong. There must be backward contents in the ancient classics that are not in line with the development of reality. The inheritance of any classic involves a process of constant selection and revision, and the key is to stand on a more objective, scientific and people-oriented perspective to revise, to ensure that the selected content is in line with the intellectual level and comprehension ability of primary and secondary school students, and close to the reality of their lives. Due to the long period of time, the essence of the Chinese classics can no longer be realized, so the contents we introduce into the classroom should not be too detached from reality. At the same time, the learning of the Chinese classics should be a long and gradual process. Although some knowledge of the Chinese classics will be interspersed in the teaching process of various subjects, they are only words and fragments. Therefore, a systematic system needs to be established for the study of Chinese studies, so that students can truly understand the connotation of the framework of Chinese studies. Memorization is still a means to learn the classics of Chinese studies, no matter how fashionable the classroom form becomes, the basic skills must be well done. Of course, there must be a hierarchical division of recitation. For students in the lower grades, they should choose classical passages that are catchy and easy to understand; students in the upper grades can make it more difficult, and those passages that are difficult and obscure are not suitable for recitation. At the same time, teachers can combine etiquette, thanksgiving, inspirational and other educational activities to help students understand, so that the recitation activities are richer and more systematic.

(2) The study of nationalism requires a large enough space for self-reflection and expression. The classics are the source of living water for the whole nation and individual life, from which everyone can obtain beneficial ingredients. In terms of understanding, it is inevitable that a thousand people are different rather than a thousand people are different. ③The "indoctrination" teaching method should be abandoned, and the teacher should play more of an interactive role, guiding students to actively acquire knowledge and encouraging them to hold different opinions, thus stimulating their interest in in-depth exploration. In contrast to the ancients, in the physical and mental evidence of understanding. ④Additionally, classroom teaching should use a modern perspective to interpret classical texts. Since the classics have existed for a long time, their intrinsic meanings have been inevitably fixed, and diversified aesthetic perspectives cannot break through this barrier. Students feel that the classics are just "clichés" and "old stories", which are useless. Being confined to the inherent value system and not paying attention to the real social changes will also lead to the loss of classical culture. Therefore, it is especially important to reconstruct the classics, and new discourse symbols should be used to interpret the classic texts. Some TV academic programs are working on this, but the most effective channel of dissemination is still in school learning, because school education gives the classics a modern meaning and at the same time gives them a strong vitality, which is a force for the continuation of the classic culture. This is a force for the continued continuity of classical culture.

The teacher is a crucial factor in national education. As the main practitioners of "teaching by word and example", it can be said that the role of teachers is more important than textbooks, and their knowledge of Chinese culture directly affects students' further learning and development. Nowadays, most teachers have grown up under the education of criticizing tradition, and tend to make students look at traditional culture with the same critical eyes in the process of understanding and explaining. Therefore, it is particularly important to "correct the name" of Chinese studies and to reevaluate the historical and cultural status of Chinese studies in an objective way. In addition, the content of Chinese studies is profound and profound, which requires teachers to study the classics in depth, fully understand and grasp their connotation and extension, so as to be able to cope with the students' difficult questions. At the same time, the teaching process should be creative, do not play the same old tune, the best teachers can combine their own life experience, a new opinion, and thus give life to the national science, give students the power of innovation.

(3) The concept of "unity of knowledge and action" must permeate the classroom and life. The focus of national education is not to teach people to memorize and write, but to act and do. The only thing you can't do is to know what's going on on paper, which will ultimately result in students not being able to develop the ability to solve practical problems. This also explains why students nowadays have good grades but always perform poorly in dealing with others. And only do not know will lead to more serious consequences, first, the student's own development is hindered, because of the lack of knowledge accumulation, it is impossible to create a higher value of life, can only satisfy the basic life; Second, the development of society is not conducive to the development of a humanistic people without humanistic indoctrination due to their own narrow-mindedness, more inclined to do harm to the community. Therefore, the evaluation system of national education should give more consideration to the status of students practicing the spirit of national education. Schools can create activities for students to give full play to their initiative and self-consciousness, such as community voluntary service, environmental protection activities, virtual classrooms, etc., which not only evaluate students in the activities, but also teach students to think and deal with problems.

2. Suggestions for classical education of Chinese studies in universities

Improving college students' literacy in Chinese studies and institutionalizing Chinese studies education is only a starting point, however, this starting point seems to be difficult at present, and many colleges and universities are gradually expanding the influence of Chinese studies through the opening of Chinese studies elective courses. This is a sound approach, but the rigid evaluation method should also be improved to form a complete process of "teaching-learning-evaluation". In this system, students make full use of the flexibility of the credit system according to the teaching plan, under the guidance of teachers, and implement interdisciplinary course selection, so that students have more choice and freedom to develop, and broaden their knowledge in cross-study in order to improve their comprehensive cultural quality. ⑤ At the same time, the university classroom pays more attention to discursive and argumentative thinking, and the teacher, by constructing his or her role as a participant, honors the results of students' wisdom in guidance. Focusing on the forms of group cooperative learning and classroom reporting, the boring classroom is turned into a forum for knowledge exchange. In addition, the school can be through lectures, academic activities, cultural festivals and other forms to bring the classics closer to the students, so as to cultivate the students' good sense of the classics of national education.