As far as "Six Arts" is concerned, there are two viewpoints: (1) Poetry, Book, Rite and Music, Yi, Spring and Autumn; (2) Rites, music, shooting, restraint, writing and counting.

Generally speaking, it is (2) ceremony, music, shooting, royal, writing and counting.

The questioner is just bored. I hope you can read the following article.

What have we lost in Chinese?

________________________________________

09: 53 June 23, 2006

The smoke of the 2006 college entrance examination has gradually dispersed. For the 9.5 million candidates in Chinese mainland, a great struggle in life has come to an end. Success or failure, together with this happy early summer, will be recorded in the history of their youth and become a bright or dark page in their memory.

However, the college entrance examination, as a special phenomenon in China's education, will still become an endless topic and continue to be commented by the public.

In recent years, the author has the honor to participate in the compilation of Chinese textbooks for senior high schools in the new curriculum standard, and thus come into contact with a large number of relevant materials about mother tongue education in the first half of the last century and Taiwan Province Province. By comparing several sets of Chinese college entrance examination questions in China and other provinces and cities this year, this paper discusses some views on the value and function of Chinese education at present.

If our college entrance examination papers are full of such inferior language materials, how can we measure students' understanding, appreciation and imagination of Chinese?

For the convenience of explanation, the national unified Chinese college entrance examination paper in ordinary colleges and universities is still taken as an example.

First of all, the author thinks that Chinese test papers are different from other subjects, and the language materials used in publishing test papers should be both literary and beautiful, that is, they should reflect the characteristics and aesthetic feeling of Chinese itself. Questioners can't find an article from any book for students to analyze, nor can they pick out a paragraph from any article to ask questions, let alone use newspaper language. Because this language itself lacks the typicality of Chinese, it also lacks the beauty and vitality of Chinese.

However, it is a pity that this year's college entrance examination Chinese paper is full of such language.

Please refer to Question 4 in Volume 1:

4. Fill in the sentences in the horizontal line below. The most appropriate group associated with a context is

Ancient villages all over China, as the essence of local architecture, _ _, _ _ _. _ _ _ _, _ _, bearing rich historical and cultural information, have had a far-reaching impact on the formation of China people's values and lifestyles.

(1) but reflects the glorious past.

(2) It vividly reflects the long history of China.

③ It has high cultural relics value.

They look very old.

⑤ It vividly shows the richness and diversity of national culture.

⑥ Become a window to understand the culture and history of China.

A.④①③⑥②⑤

B.②⑤⑥①④③

C.③⑤②⑥④①

D.⑥④①③②⑤

The author looked at it for 5 minutes and didn't see his eyebrows. After patiently reading it carefully, I finally found that it was the problem of this paragraph itself: the meaning was repeated and the sentence was lengthy and cumbersome. There is no need to express it in so many words. No wonder I can't tell the answer. I can't help secretly complaining for the candidates.

The "correct answer" that the author later found on the Internet was "C".

There is another problem that has to be said-that is, "scientific and technological text reading" in reading questions.

Every year, there is a topic called "scientific reading" in the Chinese examination paper of college entrance examination, which is intended to test students' so-called "explanatory reading ability".

This year, the whole country selected a new theory on the causes of the earth's climate, with 820 words. Limited by space, the author can't quote the full text. In a word, the whole article is full of numbers and technical terms, which is boring and monotonous and unattractive to read. The following three reading questions require students to judge whether the sentence content is in line with the original intention, and the score is ***9.

I really don't know if the questioner has ever thought about how many so-called "scientific discourses" a child has to read and how many "simulation questions" he has to do to get these 9 points in order to cope with such questions. What did they lose in the process? Of course, it is the understanding, imagination and appreciation of Chinese, which is the golden time of life reading.

Now, although nominally all provinces and cities in China 16 have obtained the qualification of independent proposition in the college entrance examination, all provinces and cities regard the national examination paper as a model, follow the trend and dare not innovate independently.

The second problem related to this is that a large number of questions in the test paper actually focus on examining students' logical analysis ability of language. I can't help asking, what are the rules of language learning? Is it accumulation, perception, imagination or logical analysis? Does this result lead candidates to a dead end of logical analysis, or is it the correct way to read, recite and recite? What is the function and value of Chinese course?

Therefore, the author thinks about the Chinese education in the first half of last century and the current situation of Chinese education in Taiwan Province Province.

"Chinese language" and "Chinese language" are the written language of a country, the root of the 5,000-year civilization of the Chinese nation, the spiritual root of each of us in China and the root of culture. It evokes our subconscious sense of identity with our own national culture.

It should be noted that before 1949, "China people" were called "China people".

Searching for relevant information, the name "Chinese" first appeared in "Chinese Textbook" and "Chinese Reader for Middle School" published by 1908 Commercial Press. Previously 1906 was called China Literature Textbook. This can be said to be the embryonic form of "Chinese class" in early middle schools, and it is also an independent subject of mother tongue education in China.

Looking back, we can look across the Taiwan Strait-Taiwan Province Province. Although history has caused a gap between the two sides in the political, economic and cultural fields for half a century, Taiwan Province Province has always followed the title of "Chinese culture". At present, there are three kinds of Chinese textbooks for senior high schools in Taiwan Province Province: Chinese for senior high schools, basic textbooks of China culture, and outline of Chinese studies. The former is similar to Chinese mainland's "High School Chinese" textbook, while the latter two are not available in Chinese mainland.

In addition, there is another noteworthy phenomenon, that is, Chinese textbooks in middle schools in Taiwan Province Province do not accept foreign language translation. Chinese textbooks in Chinese mainland, such as the middle school Chinese textbooks of People's Education Publishing House, which are widely used at present, average about 3-4 articles per volume.

So, from "China people" to "China people", what does the word difference mean?

In my opinion, "Chinese" itself implies a conscious recognition of one's mother tongue. "Chinese language" and "Chinese language" are the written language of a country, the root of the 5,000-year civilization of the Chinese nation, the spiritual root of each of us in China and the root of culture. It evokes our subconscious sense of identity with our own national culture. This sense of identity made us realize that "I" came from China from the first class when we picked up the mother tongue textbook, that is, the first day when children's education was opened. It gave us a cultural identity card. This ID card is imprinted in the depths of our emotions and consciousness, and it will not be lost no matter where we go in the world.

But "China people" seems to be just a vague reference. It can refer to the original mother tongue works, or it can refer to the mother tongue translation works of any language. In short, compared with "Chinese", it lacks a conscious understanding of the mother tongue and cannot touch our emotions and hearts. Therefore, they have different connotations in semiotics and semantics.

If further analyzed, the difference between the two also involves different value recognition of mother tongue courses.

Let's talk about 1995, the goal of junior high school (junior high school) Chinese curriculum promulgated by Taiwan Province Province;

First, identify with Chinese culture, cultivate national spirit, cultivate ethical, democratic and scientific concepts, and stimulate patriotic and homesick thoughts.

Second, cultivate creative thinking ability and people's open mind.

Participate in and continue to learn standard Putonghua, strengthen the ability of listening, speaking and discussing, and develop a responsible concept and good manners.

Fourth, understand the characteristics of Chinese, improve reading and writing ability, and enjoy the interest of literary works.

5. Understand the structure of Chinese characters, write regular script or running script correctly with brush and hard pen, cultivate the ability to appreciate inscriptions and cultivate noble sentiments.

Please pay attention to the words here: "recognition", "thick planting", "national heritage" and "national character" ... It can be seen that the curriculum developers have highlighted the conscious consciousness of "country" in "Chinese". In particular, the title of "Guo Zi" has raised the Chinese characters bearing the 5,000-year history of Chinese civilization to a level linked with national dignity. His attitude is firm and thorough, and his stand is clear and firm, even reflected in the serial number label of the curriculum standard: the Chinese characters "one, two, ginseng ……" are strictly used instead of the Arabic numerals "1, 2, 3……" that we usually use.

In Taiwan Province Province, there are similar expressions in the curriculum objectives of senior high schools, such as items 3 and 4:

Participate in and study the basic teaching materials of China culture, and cultivate ethics and patriotism.

Fourth, read beautiful, pure and inspirational extracurricular books, enhance literary appreciation and creative ability, and develop a firm and broad mind.

Further look: 1983 The National Committee for Quality Education of the United States released a report: The country is in crisis: education reform is imperative. The report puts forward that "English teaching in middle schools should enable graduates to have:

(1) Understand, explain, evaluate and use what you read;

(2) Writing articles is rigorous and vigorous;

(3) Listen fluently and discuss some opinions insightful;

(4) Understand our literary heritage, and how these heritages enhance our imagination and understanding of ethics, as well as its relationship with customs, concepts and values in today's life and culture. "

Seeing the fourth article, I couldn't help laughing: a country less than 300 years after the founding of the People's Republic of China, strictly speaking, does not have its own mother tongue, so seriously declares and emphasizes it. But after laughing, I was awed: What about ourselves? Although we are known as an ancient civilization in China for 5,000 years, what is our attitude towards our cultural and literary heritage? Where do we put it in our mother tongue education?

What is the mind, feelings, interests and spiritual accomplishment of a person who has received this kind of education after coming out? What is the difference between his words and deeds and his position in the world and those who have not received this kind of education?

Of course, the problem is not as simple as changing "China people" into "China people".

As a course, teaching materials are fundamental. Educational ideas and curriculum objectives are first embodied in textbooks, especially in mother tongue courses.

Since the beginning of the new century, with the promulgation of nine-year compulsory education and new Chinese curriculum standards for senior high schools by the Ministry of Education, there are more than a dozen new Chinese textbooks for junior high schools and six new Chinese textbooks for senior high schools. The author himself also participated in the compilation of one set of teaching materials.

Compared with the past, the new textbook has played down the ideological color in the previous textbooks, taking into account the humanity and instrumentality of Chinese. In terms of curriculum, the biggest change is the high school stage. The new curriculum standard divides the high school Chinese course into two parts: compulsory and elective. The study time of Chinese compulsory course is nine weeks in a school year, that is, two and a half semesters and five textbooks. After compulsory courses, students enter elective courses.

But if you think about it seriously, there seems to be something worth discussing in this setting.

Let's make a comparison with the textbooks in Taiwan Province Province. As mentioned above, there are three kinds of Chinese textbooks for senior high schools in Taiwan Province Province: Chinese for senior high schools, basic textbooks of Chinese culture and outline of Chinese studies. The first two courses are required for all senior three students in senior three, and the outline of Chinese studies is an elective course for liberal arts students in senior two, with two sessions a week, and the content is about some basic knowledge of Chinese studies. Such as philology, Confucian classics, history, philology and literature, is divided into two volumes.

Here, I would like to focus on the basic teaching materials of China culture.

In fact, the content of this set of textbooks is the selected reading of "Four Books"-Analects of Confucius, Mencius, University and the Doctrine of the Mean. Like high school Chinese, there are six volumes in three academic years. Some people may worry that these requirements are now accompanied by the online world and Harry? Will the new generation who grew up in Porterie be bored by Confucius' poems thousands of years ago? What are the benefits to the cultivation of their personality and cultural accomplishment?

With this question, I read the textbook "China Culture Foundation" published by Zhongzheng Bookstore in Taiwan Province Province.

In order to facilitate students' acceptance, the editor of this textbook rearranged and classified the contents of the "Four Books". For example, The Analects of Confucius is divided into four categories: morality, speech, politics and literature. Under each major category, the editor has divided several sub-headings. For example, in the category of virtue, it can be divided into On Virtue, On Benevolence and On Self-cultivation. On Self-cultivation is divided into On likes and dislikes and On fortitude.

Take "On fortitude" as an example. The editor selected three sentences from The Analects of Confucius, such as "Confucius said,' The three armed forces can win the handsome position, but ordinary men can't win the ambition'" and "Confucius said,' You can only know that the pine and cypress are withered when you are old and cold. ""wait. There are three columns behind each sentence, namely "chapter purport", "annotation" and "analysis", which explain, explain and expound the original text respectively.

The most ingenious and interesting thing for the author is the column of "Questions and Discussions" after each "Theory". For example, the "problem and discussion" in "On fortitude" goes like this:

1. Since it is said that "everyone has his own ambition and can't win", if a person encounters difficulties in the process of realizing his ambition, should he persist regardless?

2. Try to name three people in history who can't afford to be cold when they are old, and then know that pine and cypress are dying.

Obviously, while inspiring students to absorb the values and spiritual nutrition in traditional culture, editors should combine them with modern social life, guide students to further think about all kinds of complicated situations that social life may face, know how to treat the contradiction between ideal and reality, and grasp the relationship between persistence and flexibility, rather than blindly eating them alive.

Editors are also good at connecting with students' real life. For example, in the part of "teaching by example", I chose "living in groups all day long, not being right, being good and wise, so hard!" Wait a * * * six related quotations, then asked:

1. "Words don't mean what you say, but you are kind and wise." Can you give some examples from life to illustrate this point?

2. Modern society pays attention to "self-promotion". Is this inconsistent with Confucius' requirement that "words are not full of meaning, and actions must be fruitful"?

This kind of problem is of great value for guiding students to think about how to survive in the world and improve their self-cultivation. The most commendable thing is that the editor does not avoid the collision between ancient and modern times, but inspires students to learn the essence of classicism from a modern perspective and re-examine and understand its value, instead of treating it as a rigid and unchanging thing.

What is particularly commendable is that almost every one of these questions is open-ended and there is no standard answer. Some even just provide an idea, or thinking direction, which requires students to "ruminate" slowly in their later study and life, so as to achieve mastery and internalize their own personality cultivation, moral sentiments, values and outlook on life.

I think maybe this is what the American report "The Country is in Crisis: Education Reform is Imperative" mentioned above said-"Understand our literary heritage, and how these heritages can enhance our imagination and understanding of ethics, and how it is related to customs, concepts and values in today's life and culture."

It is conceivable that the structure and content of such a textbook, as a high school student, will be different from the nine-week compulsory Chinese course in mainland China in terms of understanding and mastering the mother tongue, especially in improving the basic literacy and level of traditional culture in China, when he finishes studying for three years (an introduction to Chinese studies should also be added for liberal arts students).

Perhaps the difference is that the former can be called "China people" in the cultural sense, while the latter obviously can't.

Tracing back to the source, the practice in Taiwan Province Province is actually famous. The author has read several sets of middle school Chinese textbooks during the Republic of China.

Judging from the curriculum and textbooks, the Chinese in senior high schools in the Republic of China was almost the same as today, with only one set of Chinese textbooks. However, the volume and content of this textbook surprised me.

For example, 1933 world bookstore published high school Chinese. The contents of the three years of senior high school are arranged as follows: the first academic year's style demonstration; The origin of literature in the second academic year; Academic thoughts in the third academic year. "Style demonstration" includes various styles of classical literature and new literature. "Literary origin" includes the literary evolution from Qing Dynasty to Mao's poems. "Academic thought" includes the development of academic thought from pre-Qin to modern times. The number of words increases by volume, and the sixth volume is 6 14 pages thick! The six volumes of Chinese textbooks cover the most basic contents of China's literary history, cultural history and ideological history, which are basically the same as the outline of Taiwan Province's national studies.

There is also a Chinese textbook for Fuxing Senior Middle School published by 1934 Commercial Press, whose style and content are basically the same.

After reading these sets of textbooks, the author suddenly realized: why can university professors take part-time classes in middle schools during the Republic of China and wander freely between universities and middle schools? In the words at that time, "the front foot goes out of the university gate, and the back foot goes into the middle school gate." Such as Lu Xun, Zhou Zuoren, Zhu Ziqing and Wen Yiduo. In fact, it is because the content is similar, but the university is more detailed and the middle school is more concise.

Xia Gaizun once said: "An educated person, logically speaking, must understand the inherent culture in order to carry forward the past." . Otherwise, it is like grass without roots, and it can't be said to be educated without long hair. Moreover,' knowing' here is not just the usual' knowing', it is much broader than' knowing' and includes the meanings of' knowing',' experiencing' and' having something on yourself'. "

Then, after a person who has received this kind of education comes out, what is his mind, feelings, interests and spiritual cultivation? What is the difference between his words and deeds and his position in the world and those who have not received this kind of education?

Not long ago, the author went to Beiping Academy to consult the old archives of the Republic of China and saw graduation photo, a student of that era. Although these photos taken half a century ago have turned yellow, the teenagers in the photos are all heroic and heroic, which reminds people of The Analects? In Taber's words, "scholars have a long way to go to strive for self-improvement."

Recently, the author listened to a lecture by Professor Lu Gusun, Dean of the School of Foreign Languages of Fudan University. It is mentioned that a doctoral supervisor wrote a theoretical book on linguistics for him, and the title page respectfully read "Professor Lu Gusun upholds justice". Professor Lu is in distress situation. Because the word "Fuzheng" originally refers to the death of the first wife in the old family, changing the youngest wife with the highest ranking below to the first wife is called "Fuzheng". The author originally wanted to ask him to "correct his mistakes". Unfortunately, it was a linguistics professor and doctoral supervisor who made such a joke!

The author can't help laughing at this question-the design is so ingenious that it is unique. For a time, the author even saw the beautiful smile on the faces of the candidates who have been looking solemn in the examination room when reading this question!

Finally back to the exam.

Over the years, there have been too many criticisms about the standardized Chinese test, and the author is one of them. However, standardized tests, like a monster who can't die after being scolded, still "bake" thousands of primary and middle school students in Qian Qian, China year after year.

Somehow, at this point, Taiwan Province Province has gone the same way as us-moved the magic weapon of "standardized examination". Out of stubborn curiosity, the author went to great lengths to find several sets of Chinese papers on the other side of the strait to ponder.

This kind of thinking shows a little doorway-people are playing "learning for the body and using western learning" in the end!

Please see the ninth multiple-choice question of "Taiwan Province Province 200 1 College Entrance Examination Liberal Arts":

9. "Inviting celebrities to speak for themselves" is a good way to improve the persuasiveness of advertisements. The following four advertising headlines, if you look at them literally, look for ancient celebrity endorsements with matching backgrounds. The most inappropriate combination is:

One, please Zhuangzi endorsement "nature is beauty".

B, please Lutz endorsement "heart is not as good as immediate action".

C, please Su Qin, Zhang Yi endorsement "be an incredible master of communication".

D ask Sima guang and Wang Anshi to endorse "Good things should be shared with good friends".

The author can't help laughing at this question-the design is so ingenious that it is unique. For a time, the author even saw the beautiful smile on the faces of the candidates who have been looking solemn in the examination room when reading this question! Editors skillfully link the past with the present, resulting in an ironic drama effect, which makes candidates feel the fun of solving problems while solving them, and also makes the author open his eyes-the original standardized examination can also have this effect! If this is a word game, it is also a quite advanced game.

Of course, the answer to this question is "B".

In addition, such as question 13:

13, three friends of Chairman Luo celebrated their seventieth birthday, moved to a new home and opened a branch today. If you are the secretary of the chairman, how to send the following three couplets?

(1) When you realize it, it is long-haired and auspicious.

(2) Send a word and then send a gift, the near will be far away.

(3) There is a garden in the room, and people are old and pine and cypress.

A. Party A sends people to move to a new house; B send the branch to open; C, who has passed his seventieth birthday.

B. Party A sends branches to start business; B) send someone to move to a new home; C, who has passed his seventieth birthday.

C. Party A has celebrated its seventieth birthday; B) send someone to move to a new home; Send a branch to open.

D and A have celebrated their seventieth birthday; B send the branch to open; Send someone to move a new house.

The answer is "A".

The design of this question is as clever as the one above. However, the author also thinks that if they are mainland candidates, most of them will send them around with their eyes closed. As a result, the host is at a loss and may be fired by the boss!

The author read three sets of Chinese test papers for the joint entrance examination in 2002, 2003 and 2005, and interesting topics like this abound, such as the sixth question in the first part of the multiple-choice question in 2002:

6. "The city is so high, and the square is one foot high; The city is full of eyebrows, with a half forehead; "There are big sleeves in the city and silks everywhere" is a popular ballad in Han Dynasty. The following sentence is closest to its meaning:

(a) people abandon me and take it, and people take me and give it.

(b) When in Rome, do as the Romans do.

(3) Grass has become popular and intensified.

(d) Pursuing fashion, distinctive fashion.

The answer is (c), but I accidentally chose (d). This topic connects ballads and idioms in the Han Dynasty, creating a wonderful alienation effect.

Another example is the 2003 Chinese exam paper 18:

18. Words in the following groups refer to the same or similar colors:

(1) Look at Zhu Cheng's "Jade"/"Jade".

(b) Indiscriminate use of "soap" and "mystery".

(c) White crown/jade-like "crimson" lips

(D) "Dan" Fengbaiwei/"Zhejiang" Yisai Road

(e) the ringleader of "money"

The answers are a, b, d and e.

The wisdom of these topics is self-evident.

Looking through several sets of Chinese test papers, we can see that the compilers closely follow the word "Chinese" everywhere, presenting the profoundness and brilliance of China traditional culture in the form of test questions, and faithfully implementing the essence of curriculum standards. All classics and history, poems and songs, opera songs, idioms and couplets, as well as subsets of modern poems and novels and essays, have been searched into "capsules" by editors. Moreover, ancient and modern, handy, mutual proof, mutual tolerance. The whole thesis covers China's language, literature, culture, thoughts and other aspects. It's a pity that even the author can't answer some questions related to the history of ancient thought and culture. With emotion, the author can't help thinking that such a paper should not only be "knowledgeable", but also have considerable imagination and creativity before it can be "created".

After reading these three sets of papers, the author's impression is:

1, the test questions are elegant and square, and they are not intentionally hostile to students' biased, strange and tricky questions, but they are friendly, humorous, imaginative and creative.

2. The students' real language literacy is tested, not the so-called "logical analysis ability", so there is no need to do a lot of exam-oriented training like the mainland, relying on daily accumulation, reading and reciting.

3. Full score 100, 50 points less than that in the mainland, which relatively reduces the burden on candidates.

4. There are only three types of questions: single choice, multiple choice and composition, and the meaning of the questions is concise and clear, unlike mainland China.

5. The examination questions begin with The Book of Songs and end with modern new poems. From classical classical Chinese to modern vernacular Chinese, it is like a colorful river, which fully embodies the characteristics and aesthetic feeling of Chinese, instead of being as boring as the mainland, with "words" but no "text", like a dish that is difficult to swallow.

Behind these superficial differences, we can feel that the author's starting point is to explore and discover students' potential Chinese literacy through examinations, to stimulate their imagination and creativity, to make them realize the profoundness and richness of China's language and culture, and to cultivate their feelings for their mother tongue. On the other hand, the basic starting point of the standardized Chinese test in Chinese mainland is to eliminate students, so students must be enemies, and the questions must be as strange as possible, as tricky as possible, and as long as students fail the test, the better.

As soon as the college entrance examination ended this year, the author saw an article entitled "The college entrance examination paper is confidential: the magic height is one foot, the road height is one foot" in the "Observation" edition of Southern Weekend on June 8. The article wrote: "... when the proposition group comes up with questions, it often has to outsmart speculators who are keen on guessing questions:' I won't let you guess!'" "As you can imagine, the proposition group of six or seven people in each subject has to cope with the pressure of millions of candidates and teachers. I can hardly cry when I see this: although the "magic" in the title refers to those lawless people who try to steal the college entrance examination papers, in fact, in the eyes of this reporter and the proposition group, millions of candidates and their teachers are also "magic", and the proposition group is the "Tao" to "reduce the magic"-alas!

From this, the author draws a conclusion: the standardized examination is not born with China as its natural enemy. If the exam is a steelyard, then the "foreign scale" of the standardized exam can still weigh the actual weight of the examinee's Chinese level. In other words, standardized examination, as an experiment of "taking middle school as the main body and western learning as the application", is successful in Taiwan Province Province at least, so it is no wonder that the education circle in Taiwan Province Province has not been severely criticized by the mainland.

The question is: Where did our bodies go? Do we still have bodies?

Perhaps, we need to rethink: based on the background of increasing internationalization and globalization, how should we re-recognize the tradition and value of our mother tongue education, how to have a "firm and broad heart" to learn from the world and ourselves-in short, how to save our mother tongue education?

Source: China Youth Daily; Author: Wang Li