Traditional Culture of Children's Literature and Drama

Searching the history of children's literature and the development of Chinese curriculum in primary and secondary schools, you will find that children's literature has a special relationship with Chinese curriculum in primary and secondary schools and with China, especially the Chinese curriculum in primary schools. The formation of children's view of enlightenment thinkers during the May 4th Movement was not the only driving force. The appearance of children's literature in the modern sense is also a direct impact on Chinese curriculum. In primary and secondary schools, language courses urgently need to change and promote children's literary creation. At this historical moment, especially during the May 4th Movement, Zhou Zuoren's profound understanding of children, children's literature and children's education is still a very precious legacy today. one

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(A) The rise of children's literature in the modern sense in China is the need of school education. This special social background of modern children's literature in the New Culture Movement. During the May 4th Movement, Mr. D and Mr. Sai in the intellectual and cultural circles were enlightened in the early stage. The core concept of China culture is to respect the old and love the young, and from this, it has developed to pay attention to the social vulnerable groups, especially women and children. This is a different period. The fate of China, while paying attention to women and children at the bottom, society and the West, began to change children's views. For example, the criticism of children's traditional views in this period is a typical exposition. However, Zhou Zuoren's former children have a kind of illegal understanding, which does not mean that he, as a shrinking adult, tries his best to take a Bible biography. They regard him as an incomplete villain and say, "All children know what to write off and ignore him.

Recently, I learned that the child's body and spirit are a little different from those of adults, but he is still a complete individual. His internal and external life in the past 20 years is of course to prepare for adult life, but it has its independent significance and value ... [1] "Zhou Zuoren's Peking Opera Comte School has laid the theoretical cornerstone of modern children's literature in China on the historical stage. During the May 4th Movement, the old ethics paid attention to children's literature, and its fundamental purpose was "liberation". At the same time, they also realize that the cultural revolution and construction must be realized through the criticism of education. Therefore, children's literature and school education have been closely studied from the beginning. Zhou Zuoren pointed out in his speech on Children's Literature that the so-called children's literature is the literature of primary schools. " Zhou Zuoren, children's literature is almost synonymous with primary school literature education. In addition, in this speech, Zhou Zuoren put forward suggestions systematically and comprehensively for the first time, and discussed several important theoretical issues of primary school literature education: First, the concept of children. Zhou Zuoren believes that children are independent individuals, and their independent meaning and value are children.

The second is the value of children's literature. Zhou Zuoren, literature is first of all to meet the needs of children, not a means of moral exhortation. As for literature education, moral education, knowledge and culture, education and literature are all by-products. "Primary school textbooks and literature professors should first pay attention to' children' and the results that follow, such as reading interesting rational love and cultivating imagination."

Third, the demand of children's literature. Zhou Zuoren's anthropological theory accepted the isomorphic pronunciation of points, while the individual development stage and the group development stage of human beings have similar structures, so they are similar to children and primitive people in spiritual life. The literary needs of primitive human beings have produced songs, plays and novels, and children's literature needs a process. Fourth, the role of literature education in schools. He quoted mcclintock and put forward the function of literature education: "(1) conforms to children's instinctive and interesting interests; (2) Cultivate and guide those interesting people, (3) Arouse new interests and fun. " Literature education. His times are divided into different ages and different forms of children's literature. Children (3-6 years old) are poems, fables, fairy tales, late childhood (6- 10 years old), poems, fairy tales, natural stories, animal stories, poems, legends, realistic stories, fables and dramas. The development of six kinds of literature education contents. Zhou Zuoren lamented: "China has always been like this. Children (10- 15 years old) have a correct understanding, emphasizing literature, which can be used by children. This is unique, but there are also many folk oral traditions, old books and materials, which have not been collected or revised, bringing applications ..." So he hoped. For school and family use. From Zhou Zuoren's almost complete exposition of school education in children's literature, we can see that children's literature not only expounds the important value of school education, but also the development of literature education objectives, contents and content resources in primary school Chinese education, especially the value of children's literature and the objectives of literature education, which are very profound for children and are some basic attributes. Curriculum practice

(2) It is necessary to promote the establishment of children's literature. In the May 4th Movement, intellectuals advocated literature for children born in modern times. From the perspective of curriculum practice, there is general dissatisfaction with the early 20th century. Educational content is indeed the emergence of children's literature, and it has provided a sufficient realistic foundation for the curriculum field. For example, as early as 1902, Hangbao (one of the earliest vernacular newspapers) signed Lang's article Children's Education: "It is inevitable to read your useful life world, children's intelligence and ordinary intellectuals. What's the use of learning the Three Character Classics? " Oh, what should I read to the children? "Don't forget the old teacher's best patriotic story and his motto, not the children's speeches, which can cultivate children's patriotism and morality." [2] "Speaking of children" children's literature is an important feature for adults to create children's books from the perspective of children. At the beginning of this century, the entry of vernacular Chinese into the curriculum directly determined the necessity of bringing children's literature into the curriculum. With the rise of the vernacular movement a few years later, the stylistic text of Chinese teaching, rather than the classical Chinese form of China, was only translated into vernacular at the initial stage, and its content has not changed. "In the practice of Putonghua teaching, people find that only translating classic texts into vernacular Chinese has serious limitations, which can stimulate students' interest in learning, learn and promote literary movements, and advocate literary touch. Teaching content has become a popular view, and some bookstores even use Mandarin textbooks to read literary books. However, whether the works created this time are specifically aimed at children or blank, it is said that the "morning newspaper supplement published in series" and "art talk" (192 1) cherish the total number of creative and suitable literary products in important activities listed for the future world. Basic "("literary conversation. On the basis of demand, teachers are faced with a dilemma in education-literary works suitable for children to read. In order to cope with this reality, Tao personally edited the teaching materials for children's literature creation in China, and became the founder of modern children's literature in China and the pioneer of modern Chinese education.

(3) The form of children's literature curriculum standards in the national syllabus during the May 4th Movement. In the primary stage of education between children's literature with intellectual consciousness and school education, language curriculum design has a great influence, and the result is one of the forms of formal curriculum standards for children's literature based on the national syllabus 1923, in which the new curriculum standard framework is the first nature of children's literature teaching in primary schools. For example, in the first school year, "record all the repeated fairy tales and nursery rhymes and solve riddles on lanterns." It is a part of the stylistic arrangement. In the third year, all the recurring fairy tales are used as "fairy tales, biographies, plays, nursery rhymes, riddles, stories, poems, miscellaneous songs and nursery rhymes, and they are studied in the riddle recitation in the second year"; Learn by chanting "; In the fourth year, the style changed, and novels, not fairy tales, folk songs and miscellaneous songs, became "biographies, dramas, novels, nursery rhymes, folk songs, riddles, stories, poems and other chanting learning", and put forward "guiding reading children's newspapers and reference books; The foundation of grade five and grade four emphasizes, "biographies of key figures, novels; In the fifth year of this year, six schools easily understood China's classical poetry and literature. On the basis of the syllabus of 1929 tentative standard for primary school curriculum, one of the five goals is to "appreciate a considerable number of children's literary works, expand their imagination, make people think, protect their feelings, and have an increasing interest in reading children's books."

As for the selection of teaching materials, the Standard not only reflects the provisions of the political and moral tendencies of the selected texts, such as nationalism, democracy and people's lives, and advocates positive and optimistic concepts such as cooperation and mutual assistance, courage and labor, but also has an aesthetic tendency in the state of curriculum content: "There are twists and turns, some subtleties, but it also contains beautiful, spectacular and funny American and other children's literature, but it is not terrible and meaningless. In addition, the choice of teaching materials should also be written in vernacular Chinese, which is in line with children's learning psychology. 1932' s primary school curriculum standard "Putonghua" was revised in the interim standard of 1929, which changed the main content and how to accept psychology from the adaptive children. However, in the 1932 standard, a specific description is put forward. In the 1930s, in the process of the new curriculum, children's literature had made it clear about Putonghua, and stories were stories, not related to Putonghua training. Later, the material of Putonghua was mainly children's literature, so the stories of Putonghua were only closely related. Storytelling is still stored and decorated in the position of his assistant, which should have a separate value. It was not until the new curriculum was formulated recently that the way to collect Putonghua was to tell stories. [4] From 1923 to 1932, the basic spirit of the three syllabuses can come down in one continuous line, which is regarded as an important content of children's literature. Curriculum standards tend to choose texts from materials, and the specific content is based on the syllabus and is constantly supplemented and developed, which is an important primary stage of practical literature education. This period is a stage of initiative, honesty and more gains for children's literature, and it also closes the educational function of modern Chinese education in China. This is an important achievement of the theoretical discussion of intellectuals in the above-mentioned May 4th New Culture Movement.

There are at least two revelations:

(A) Through the above brief review of the modern significance of children's literature in China, children's literature in the modern school system can be said to be the product of the same ideological background in the application program. Almost at the same time, it is also a special historical symbol of the development of children's literature.

BR/>； (2) Children's concept will have a very important impact on children's educational awareness and children's literature. Only when children need their own needs, can children's literature truly become an important curriculum resource and give full play to the educational function of the curriculum. As an intellectual representing Zhou Zuoren's New Culture Movement, children's literature is a literary education for children. The need of ideological enlightenment, the need of new culture construction and the direct need of school education under special historical conditions. In a certain period of time, the basic relationship between children's literature and school education is a clear understanding, which has had a great influence after the practice of Chinese teaching, and lasted until the primary schools in China began to teach Chinese in the 1950s. In children's literature, the educational function of primary and secondary schools, especially Chinese education in primary schools, has opened up new resources. What is the basic nature of this kind of literature education for children, which these pioneers have made great contributions to? What is the fundamental goal? They also left us a valuable ideological legacy, which is the most important thing to respect children, only to respect their individuality, but also to respect their world experience. Zhou Zuoren brilliantly expressed this idea in a passage: "Children who are full of contempt, don't say that they advocate the story of living in groups in their poems, carry forward the spirit of patriotism, especially the vision for the future, and the way children need now, they have to waste time in their lives and their defects.

I think the education of children should be properly provided according to the needs of his internal and external life, so that his life can achieve the effect of enriching materials and methods. This is of course some by-products, and it is not necessary to be the only goal to supply products ... The supply of primary school textbooks and the teaching of literature should first pay attention to the subsequent influence of' children', such as interesting reading, intellectual emotion and imagination cultivation. [5] Zhou Zuoren's idea coincides with Dewey's exposition. "I think many aspects of education have failed because it ignores the basic principle that schools are a form of social life. As a place where modern education schools teach some knowledge, learn some tasks or develop some habits. The value of these things mainly depends on the distant future. The child must do these things, and he needs to do some other things. These things are just for preparation. As a result, they have not become part of children's life experience, so they have no real educational function. " [6] Zhou Zuoren and others advocate the introduction of school education, children's literature and special education functions-(1) obedience instinct satisfies children's interests and fun; (2) Training guidance is interesting. (3) In order to arouse new interest, it was not interesting before, but emphasized a certain degree of utility, and often combined with the real children's touch to experience the educational value of adults-it is very profound and accurate to advocate that poetry should be gregarious and patriotic spiritual stories, especially the envisaged future, regardless of children's life needs. Now, in the era when traditional culture and new culture are still overlapping, this understanding is commendable. Regrettably, although Zhou Zuoren criticized intellectuals after the New Culture Movement and hoped that children's literature would become an important resource language course to some extent, his spirit and essence were not consistent with others' emphasis on children's literature, and children's literature with ideological and even political education functions was often changed. Today, we review the history and study the ideological legacy of our predecessors, which can help us better understand children.