How to understand the relationship between the inheritance of traditional literature and the generation of modern Chinese?

Searching the history of children's literature and Chinese curriculum development in primary and secondary schools in China, we will find that in China, children's literature has a special relationship with Chinese curriculum in primary and secondary schools, especially Chinese curriculum in primary schools. The formation of the "children's view" of the May 4th Enlightenment thinkers not only promoted the emergence of children's literature in China's modern sense, but also directly influenced the Chinese curriculum reform in primary and secondary schools. The urgent need of Chinese curriculum has greatly promoted the creation of children's literature. The practice of Chinese curriculum in this historical period, especially the profound understanding of children, children's literature and children's education by enlightenment thinkers represented by Zhou Zuoren and others during the May 4th Movement, is still a very precious historical heritage today.

one

(1) The emergence of modern children's literature in China is the need of school education. Modern children's literature in China appeared under the special social background of the May 4th New Culture Movement. Influenced by Mr. De and Mr. Sai, the early enlighteners in the ideological and cultural circles of the May 4th Movement criticized the concept of respecting the elderly in China culture, and thus developed to pay attention to the socially disadvantaged groups, especially women and children, which is different from the process of "discovering children" in the West. While paying attention to the fate of women and children at the bottom of society, China began to change his view of children. For example, Zhou Zuoren's typical exposition of criticizing the traditional view of children in this period is as follows: "In the past, people could not correctly understand children, not treating them as shrinking adults, but treating them as incomplete villains, saying that children knew what they knew and ignored them.

Recently, I learned that although children are a little different from adults in physiology and psychology, they are still complete individuals with their own internal and external lives. Twenty years of childhood is of course to prepare for adult life. But on the one hand, it has its own independent significance and value ... [1] "Zhou Zuoren's speech at Beijing Comte School laid the theoretical foundation for China's modern children's literature to enter the historical stage. During the May 4th Movement, intellectuals paid attention to children's literature because they criticized the old ethics, and their fundamental purpose was "human liberation". At the same time, they also realize that the cultural revolution and construction must be realized through education. Therefore, from the beginning, the study of children's literature was closely linked with the discussion of school education. Zhou Zuoren pointed out in his speech "Children's Literature" that the so-called children's literature is "primary school literature". In Zhou Zuoren's view, children's literature is almost synonymous with primary school literature education. It is also in this speech that Zhou Zuoren systematically and comprehensively put forward and discussed several important theoretical issues of primary school literature education for the first time: First, the concept of children. Zhou Zuoren.

Second, the value of children's literature. Zhou Zuoren believes that literature is first of all to meet children's needs, not a means of moral admonition. As for literature education, it can produce moral education and intellectual cultivation, and it is a by-product of literature education. "Therefore, the textbooks and professors of primary school literature should first pay attention to' childishness', and then the effect, such as the interest in reading and the cultivation of intelligence and imagination."

Third, children need literature. Zhou Zuoren adopted anthropological theory and accepted the viewpoint of "isomorphic complex words". He believes that the development stages of human individuals and human groups have similar structures, so children's spiritual life is similar to that of primitive people. Primitive people have literary needs, so there are songs, operas and novels. Of course, children also have literary needs. Fourthly, they have the function of literature education in schools. He quoted mcclintock and put forward three functions of literature education. (2) Cultivate and guide those interests; (3) Arouse new interests and interests that have never existed before. "Fifth, the content of literature education. He uses age stages to distribute different forms of literary works for children of different ages. For example, early childhood (3-6 years old) is poetry, fable and fairy tale; Childhood (6- 10 years old) is poetry, fairy tales and natural stories (animal stories); Teenagers (10- 15 years old) are poems, legends, realistic stories, fables and operas. Sixth, the development of literature education content. Zhou Zuoren lamented that "China has never had a proper understanding of children, and because of his emphasis on literature, what can be used by children in literature is really unique, but there are also many folk oral books. "So he hopes to have a development team to collect folk literature resources from all over the country, select available materials from ancient books for revision, translate foreign children's literature works at the same time, and then edit them into books for school and family use. As can be seen from the above, Zhou Zuoren expounded the application of children's literature in school education almost comprehensively, which not only explained the important value of children's literature for school education, but also put forward the goal, content and content resources development of literature education in primary school Chinese education, especially his understanding of the value, goal and some basic attributes of children's literature education is very profound.