I. How the experience of ancient Chinese language curriculum and teaching is useful for today's language teaching and learning

I. Focus The focus of the introductory essay is on the characteristics, experiences and shortcomings of language teaching in ancient China . This is also the opening question of the introduction. (i) Characteristics. The three characteristics summarized in the textbook are: 1. language teaching is integrated with the education of literature, history and philosophy; 2. literacy is the first step to enlightenment, followed by the reading of the scriptures; 3. the reading of the scriptures is the main focus, supplemented by the selection of the literature. Of the three characteristics, the first is the content of language teaching, that is, the ancient language did not set up a separate subject, the content of language teaching is not independent, but included in the education of literature, history and philosophy, with a comprehensive character. The second is the characteristics of the teaching strategy, in the long feudal society of China, the language teaching adopts the method of centralized literacy first, and then reading to carry out the education of monks. The famous reading materials for the monastic education are "Three, Hundred, Thousand, Thousand"; reading refers to the Confucian classics. The third is the characteristics of the course materials, the main course materials are the "Five Classics", "Four Books", which are Confucian classics and contribute greatly to the teaching of the Chinese language; the main textbooks to support the reading and writing training are the "Zhaoming Wenxuan", "Essay Zhengzong", "Essay Tracks", "Ancient Writings Guanzhi", "The Three Hundred Poems of the Tang Dynasty" and so on. (II) Experiences 1. There are five main experiences in literacy teaching. First, focusing on literacy to lay the foundation for reading and writing. Second, the use of rhyming words and couplets makes it easy to read aloud and memorize. Third, correctly handle the relationship between "文" and "道". Fourthly, it is related to daily life. Fifth, to stimulate children's interest. These experiences are in line with the characteristics and laws of Chinese language, children's cognitive laws, children's psychological characteristics, and close to life. 2. The experience of reading teaching has two main points. Firstly, familiarize oneself with reading, think carefully and read extensively. Read familiarly is a prerequisite for comprehension, only on the basis of familiar reading is it possible to perceive the whole. Thinking refers to the need to think y about reading in order to understand and really benefit from it. Expansion refers to the amount of reading to have accumulated, to be widely read, broaden their horizons. Second, the method of commenting. This is the main way of teaching reading in ancient times. These experiences still benefit language teaching. 3. Writing teaching. There are four main experiences in writing teaching. First, emphasize on basic skills training. For example, to learn how to write a poem, you should first practice the genus, and to learn how to write an argumentative essay, you should first do a single item. This is the experience of writing teaching. Secondly, read, write and correct more. Especially, there is a tradition of rewriting. Third, we start with imitation. Fourth, put in before you take out. These three points are about the experience of learning to write, reflecting the relationship between reading and writing, rewriting and writing, imitation and writing, as well as the principles of learning to write. （According to Mr. Zhang Zhigong's generalization, the shortcomings of ancient language teaching are mainly reflected in four aspects: 1) detachment from oral practice, 2) detachment from application practice, 3) neglect of literary education, 4) neglect of intellectual education. These shortcomings are summarized from the analysis of the characteristics of ancient language teaching. And these are exactly what we should improve and reform today's language teaching. Difficulties The difficulty of the introduction lies in the correct understanding of the relationship between the inheritance and development of the concept of language teaching. The concept of language teaching includes the concept of goal, content, method and development. The objective view should mainly understand the three-dimensional objectives of the current language program, namely, "emotion, attitude and value, process and method, knowledge and ability", as well as the new values embodied in the three-dimensional objectives: the concept of knowledge, the concept of students and the concept of returning teaching to life. The inheritance and development of the content view of language teaching is reflected in the following aspects: language content determines the language form, and the language form expresses the language content, and the two are united; language and thinking are interdependent and mutually promote each other, and the two are **** biological relationship; literacy and writing, reading, writing, and oral communication comprehensive training, coordinated development, a few tasks should be reasonably arranged, and can not be compromised; the resources of language courses should be optimally selected and reconstructed. In addition, the language curriculum resources inside and outside the classroom, school, community and family should be communicated to build an open and broad language learning space and language practice environment. The inheritance and development of the concept of language teaching methodology is mainly manifested in two aspects: the establishment of a good interactive relationship and the optimal selection of teaching methods. The development concept of language teaching is manifested in two aspects: firstly, we should recognize the contradiction within language teaching, which is the driving force to promote the development of language teaching; secondly, we should set up new concepts, otherwise language teaching can not develop healthily. In the study of the above content, we are invited to establish two links: one is to link with our own reality, to link the teaching practice activities in the new curriculum teaching experiments carried out at present with the traditional language teaching activities before the implementation of the new curriculum and the new language teaching method, for comparison and reflection; the other is to link with the ancient view of language teaching, to compare and analyze the new concept of teaching, which can deepen the understanding of the key content, and at the same time, solve the problem of the key content. This can deepen the understanding of the key content, and at the same time solve the more difficult to understand the problem. Third, some other important content In addition to the above mentioned key learning points and difficulties, the following content should also be mastered: "Zao Ding school statutes" is the starting point of modern education in our country, from now on, the language of a separate subject; in the early twentieth century, the "national language" name appeared; in 1920, the modern language began to enter the language teaching, ancient language teaching to "preaching", and "teaching", "teaching". In 1920, the modern language began to enter the language teaching, and the ancient language teaching, which was mainly based on "preaching", began to gradually change to the modern language teaching, which was mainly based on learning language and writing; in 1949, the name "language" appeared; in 1953, the "Discussion on the Teaching of Red Scarf" was held. The gains and losses of the "Discussion on the Teaching of the Red Scarf" in 1953; the experiment of separating Chinese language and literature in 1956; Mr. Zhang Zhigong's "Tools" and "Strengthening the Two Fundamentals"; the "Ten-Year Full-Time Secondary School Language Teaching Syllabus (Trial Draft)" and the "Fifth Set of National General Textbooks" in 1978. The historical contribution of the Fifth National Teaching Kit; the overall structure of the language curriculum, the system of listening, reading and writing training, and the principles of teaching and learning put forward in the 1996 Language Syllabus for Full-time Senior Secondary Schools (Draft for Preliminary Examination). I I. Focus The focus of this chapter is the nature of the language curriculum . The Ministry of Education formulated and issued the "full-time compulsory education language curriculum standards (experimental draft)" in this way to describe the nature and basic features of the language course: "language is the most important communication tool, is an important part of human culture. The unity of instrumentality and humanity is the basic characteristic of the language curriculum." A correct and deep understanding of this characterization is the prerequisite and foundation for us to study the subsequent chapters of the course "Research on Teaching and Learning of the Secondary School Language", as well as the guarantee for us to engage in the practice of language teaching reform. In two short sentences, the nature of the language discipline, the "problem" of the century, involves a complex and tortuous process of evolution, and contains a wealth of content. Why is the nature of languages a "problem"? Because it is actually a question of the value orientation of the language curriculum. In the history of modern language education in China in the past century, there has always been a controversy over the nature of the issue. The main topic of the controversy in the first 50 years of the 20th century was "literary language" and "vernacular language"; in the early years of the founding of the People's Republic of China and before the Cultural Revolution, the main topic was "literary language" and "Taoism". The main topics from the beginning of the founding of the People's Republic of China to the Cultural Revolution were "literature" and "Tao"; from the end of the 1970s to the beginning of the 1990s, the main topics were "instrumentality" and "ideology". From the 1990s to the present, the main topics focus on "instrumentality" and "humanity". Especially since the 1990s, people have been reflecting, discussing, researching and arguing around the orientation of curriculum and teaching, which is very intense and has more influence than ever before. The orientation of the Language Curriculum Standards for Full-time Compulsory Education (Experimental Draft) is very clear: the unity of "instrumentality" and "humanity" is the basic feature of the nature of the language curriculum. So, how to understand this positioning? Prof. Chao Zongqi explains it this way: "'Instrumentality' focuses on the practical function of language courses to cultivate students' ability to use languages and the practical characteristics of the courses; 'humanism' focuses on the cultural function of language courses to cultivate students' thoughts and feelings and the characteristics of the courses in humanities. The designation of the 'instrumental' and 'humanistic' aspects of the language curriculum is intended to emphasize these two functions. We believe that the unity of the sciences and the humanities, the unity of instrumentality and humanism, can become a ****cognizance of the people and reflects the ****same expectations of all sectors of society for language education. The reference to 'instrumentality and humanity' is in line with the basic concept of the current curriculum reform and is also conducive to the unfolding and implementation of the curriculum objectives." Regarding "language is the most important communicative tool", two meanings should be grasped: one is to grasp that language is a communicative tool, and the other is to understand that it is the "most important" communicative tool. As a communication tool, the role of language is reflected in four aspects: thinking, learning, working and living. Being the most important communicative tool emphasizes the importance of language as a communicative tool - it is not the only one, but it is irreplaceable. With regard to the fact that languages "are an important part of human culture", that is to say, the humanistic nature of languages, the textbook briefly explains that languages themselves and their contents belong to the category of culture, and that the diversity of cultures contained in languages gives them the role of cultural education and cultural transmission. We can further deepen our understanding of this issue. First of all, the teaching, learning and training of language teaching materials and texts reflect a cultural choice made by selectors, teachers and students. The content of the texts, the interpretation, understanding and evaluation of the texts by teachers and students, what is chosen, how it is interpreted and what is understood, all reflect or realize the humanistic nature of the language subject; secondly, the Chinese language itself is embedded with the cultural consciousness of the Chinese nation; thirdly, the process of acquisition and training of language behaviors (listening, speaking, reading, and writing) is a kind of accumulation of knowledge and practice of various things in life and society; fourthly, the language curriculum, the goals of the language subject, the objectives of the language subject, and the teaching, learning and training of the language subject reflect a cultural choice by the selectors, teachers, and students. Fourthly, the reason why the language curriculum, the objectives of the language discipline, and the content of language teaching are determined as such and not otherwise is the result of the screening of specific values, reflecting a specific value orientation. After understanding the connotation of "instrumental" and "humanistic", it is also necessary to emphasize the unity of the two, ignoring which is not a complete understanding of the nature of the language subject, and the implementation of which is an important part of the exploration and practice that every language teacher should be courageous and conscious of. The implementation of this point is an important element that every language teacher should explore and practice consciously. Other characteristics of language: basic, practical application and synthesis, etc., Qing combined with their own work to understand. The difficulty of this chapter is the relationship between the various tasks of the language curriculum. The tasks of the language program are: to enrich the accumulation of language materials; to develop language skills; to cultivate emotional attitudes and values; to construct and apply the necessary knowledge of the language. The relationship between the various tasks can be rationalized as follows: the accumulation of rich language materials is the basic task, without the completion of this task, the other tasks are empty talk; the development of language skills is the main task, which is put forward with a view to the lifelong development of the students, the language curriculum must be responsible for; the cultivation of affective attitudes and values is a special task based on the humanistic nature of the language subject given to the language curriculum; the construction and application of the necessary knowledge of language, from the completion of the concept of knowledge of the language. The task of constructing and applying the necessary knowledge of the languages is proposed from the perspective of completing the transformation of the concept of knowledge of the languages and focusing on the improvement of language literacy. These four tasks are a dialectical whole, ****subject to the objectives of the language curriculum. At the same time, in language teaching, the four tasks are not completely independent of each embodiment, but intermingling, interpenetration, presenting an organic whole connection, so in teaching practice should adhere to a comprehensive understanding and awareness of the language curriculum tasks, explore the implementation of the task of the correct way. Other important contents to be noted in this chapter Basic nature of language courses Practical application of language courses Comprehensive nature of language courses Specific requirements for the accumulation of language materials What are the aspects of general language competence What are the contents of applied language competence Specific tasks for the cultivation of emotions, attitudes and values 2 Chapter 2 "Guidance on language learning methods" has been established. The establishment of "Guidance on Language Learning Methods" reflects the importance attached to this very important aspect of language teaching in this course, and also echoes the concept of the new curriculum reform, reflecting a positive attitude towards the implementation of the new curriculum standards for languages. One of the basic concepts of the new curriculum reform is student-centered, all "for the development of each and every student", and through the learning of language courses, mastery of language learning methods, the significance of the students' lifelong development is self-evident. This issue has been neglected to varying degrees in previous language teaching practice, and we hope that this chapter will draw attention to it and encourage participants to explore, summarize, apply and improve the guidance on language learning methods in their own language teaching practice. I. Focus: Guiding students to master language learning methods. There are three levels of understanding and mastering this key issue: learning methods; language learning methods; and how to guide students in language learning methods. The first two questions are in the first section, is the basis for mastering how to guide students to master the method of language learning. How to guide students to master the methods of language learning is an important part of the second section. (i) Learning methods Here, we should recognize several influential learning methods that have emerged under the guidance of modern learning theories, in order to deepen our understanding of the content of the textbooks and to facilitate the study of the methods of guiding language learning in the context of teaching practice. These modern learning theories are: behaviorism, cognitivism, humanism and constructivism. Behaviorism Behaviorist learning theory is based on the findings of behaviorist psychologists who defined the nature of learning in terms of the outcome of an activity. They viewed the outcome of learning as a change in behavior, from which they defined learning as a relatively lasting change in behavior caused by practice or experience. The positive significance of behaviorist learning theory lies in defining learning in terms of behavioral changes, making learning an observable and measurable scientific concept, making the curriculum design and teaching process follow a certain order and steps, and to a certain extent improving the speed of knowledge acquisition; however, it fails to address and answer the essence of learning, mechanizing, passivizing and simplifying human learning, and ignoring the individual's subjective initiative. It also fails to answer the question of whether learning necessarily causes behavioral changes. Cognitivism Cognitivist learning theory is based on seeking a breakthrough from within the individual learner and solving the essence of learning. Based on a series of experiments conducted by cognitive psychologists, they concluded that the essence of learning lies in changes in the cognitive structure of the learner's brain, not in behavioral changes. In many cases, individuals do not show differences in their external behavior, but their internal attitudes and thoughts are different, and if they do not show them, these internal changes are difficult to be understood. The cognitive school of thought emphasizes the holistic approach, believing that the individual's response to external stimuli is not an isolated perceptual response, but rather a holistic response that integrates perceptions into consciousness. Gagné of the cognitive school believed that learning is a change in a person's tendencies or abilities that can be sustained over a period of time and cannot be attributed solely to the process of growth. From this understanding, it is clear that learning should be a sustained change in behavioral potential that occurs internally, that one must infer whether learning has occurred through external behavior, and that this internal change and external behavior are not necessarily perfectly synchronized and can only be inferred from multiple observations and measurements. The positive significance of cognitivist learning theory is that it emphasizes that learning is the process of active selection and processing of external stimulus information by using the original cognitive structure of the learner, and attaches importance to and highlights that learning is the establishment and organization of cognitive structure. Humanism The idea of humanistic psychology arose in the 1950s, the founder is Maslow, the successor is Rogers, they put forward the core of the idea of "learner-centered", that traditional teaching only focuses on the transmission of knowledge, teachers and students are absolute order to obey the relationship, which undermines the creativity of the students, and the students can only copy the teacher's ideas. The students can only copy the teacher's ideas, and it is difficult to adapt to the changes in society; ignore the emotional interaction, resulting in informed separation. Therefore, the humanistic learning theory fully respects the individual student, attaches great importance to the emotional factors in learning, advocates that teaching should be based on the development of students' personality, emphasizes the personal meaning of knowledge to students, emphasizes personal experience and self-evaluation, advocates a new type of democratic and equal teacher-student relationship, advocates "non-directive teaching", that is, teachers should play the role of learning facilitator in teaching. Teachers should play the role of learning facilitator in teaching and learning, adopt more indirect, heuristic and non-commanding forms of interaction with students, and help students to carry out exploratory learning. Constructivism Constructivism believes that knowledge is not simply passed on to students by the teacher, but needs to be built into students' minds automatically, and that students do not "get" ideas, but "produce" ideas. Learners need to discover complex information individually and transform it in their own minds in order to make gains. Constructivism emphasizes that the student is the active agent of learning and advocates student-centered teaching strategies. That is, students are the active constructors of knowledge meaning, each learner uses the existing knowledge, interests, attitudes, goals to select, interpret the current information, and actively build their own knowledge structure, is a meaningful learning. Constructivist learning theory is of special significance to the learning of language courses. The British applied linguist Pieter Codd, in his book "Applied Language", wrote about the importance of constructivist learning. In his book "Introduction to Applied Linguistics", Cord pointed out that "language learning is not only a process of accumulation, but also a process of combination." "The structure of language is a 'system of many systems,' or a 'network' of interrelated categories, no part of which is completely independent or completely subordinate to another. As far as language is concerned, no part of it can be completely learned before everything is learned." Li Hailin, a scholar in China, expresses the same view in his Theory of Language Teaching: "...... The procedure of language class is a non-intellectualistic procedural theory, which does not take the language knowledge system as the reference background but takes the students' speech structure as the reference background, which does not take the knowledge structure as the sequence of the teaching activities but It does not take the structure of knowledge as the sequence of teaching activities, but the developmental pattern of students' language ability as the sequence of teaching activities." "The psychological structure of linguistic competence is a kind of mental schema without precedence or subordination, but together they form a whole, which corresponds to the objective object." In other words, there is no ready-made model of a simple linear sequence suitable for mother-tongue learning. Combined with the comprehensive nature of the language program, it can also help us to understand the pattern of language learning for students.