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Chinese teaching should "advocate simplicity, pragmatism, realism and moderation"

China Teachers' Daily: Hello, Mr. Zhang, when the reform of Chinese curriculum in China is gradually deepening, there are some confusions in practice in various places. In view of this situation, you put forward the Chinese teaching concept of "advocating simplicity, practicality and moderation", which was called "eight-character policy" by the teacher. Can you talk about the consideration of these four points?

Jasmine Zhang: In the process of implementing the Chinese Curriculum Standard, some new changes have taken place in the Chinese classroom in the experimental area: stimulating children's interest in learning, cooperative learning, using multimedia, allowing students to collect more materials, and encouraging students to interpret in multiple ways ... However, the curriculum reform is a brand-new job after all, and it will inevitably be mishandled and even lead to some deviations. In order to further deepen the reform of Chinese curriculum, I put forward these eight words for teachers' reference in teaching.

Let's talk about advocating simplicity. How can I learn Chinese well? I don't think this is complicated. Chinese curriculum standard says "master the law of using Chinese in a lot of Chinese practice". What is China practice? Isn't it the most important thing to read and write more? There is a very incisive sentence in Chinese Curriculum Standards: "We advocate doing fewer questions, reading more books, reading good books, reading good books and reading whole books." This is about reading more books. He also said: "Let students learn to write in writing practice." In other words, if you write more, you will write more. Therefore, we should not make education in China so complicated and inscrutable artificially. Some people decompose Chinese into knowledge points and ability points and train them one by one. It is entirely wishful thinking to try to improve the efficiency of Chinese teaching by this teaching method. However, some teachers set the teaching objectives mentioned in the Chinese curriculum standards as: knowledge ability, method process and emotional attitude values, which complicates the goal of Chinese learning. "Chinese Curriculum Standards" refers to the "three dimensions" of teaching objectives, not independent "three objectives"! To put it simply, Chinese should have the following characteristics: simplified clues and simple goals; More "Chinese" (that is, let students read and write more) and less "about Chinese"; The classroom situation is relatively stable, rather than changing frequently like a lantern; Finish the homework in class and return the extracurricular time to the students.

The second is the service book. The word "Ben" here has three meanings: one is student-oriented. Teachers should never forget that students are "masters of Chinese learning". Teachers should cooperate with students, not let students cooperate with themselves. The second is the language ontology. What is the noumenon of Chinese? It is a language, and learning Chinese is learning a language. I once summarized it as a "seven-character formula", namely, knowing (literacy), writing (writing), reading (reading), reciting (reciting), writing (practicing), speaking (oral communication) and learning (good study habits). This is a basic Chinese skill that primary school students must master, and we should make great efforts to master it. In fact, language is the carrier of culture. In the teaching process, only by exposing students to language can we deepen our understanding and perception of the text, thus being influenced by emotions, gaining ideological enlightenment and enjoying aesthetic pleasure, thus making human nature stand out. Now some Chinese classes are more active than in the past, but there are more formalism, which drowns the ontology of Chinese. I once heard a "string literacy" class about Guilin's landscape. In this class, the teacher spent more than ten minutes just playing multimedia and playing with word cards. Then let primary school students practice being small tour guides and introduce the scenery of Lijiang River to children posing as tourists in class. From the cultural edification, the teacher did make great efforts, but the task of literacy was not well completed. "String literacy" is a "literacy" course, and literacy and writing are the main tasks. Ignoring literacy and writing is still called "string literacy"? The third is the text. When we talk about the development and utilization of teaching resources, in fact, the most important teaching resource is the Chinese textbook compiled according to the spirit of Chinese curriculum standards, because it is the concrete implementation of the teaching objectives stipulated in Chinese curriculum standards. Some people say that we can't attach too much importance to the text, because the text can't solve all the problems of students' development. However, the reality is that the attention and research on the text is far from enough. It is certainly good to go beyond the text, but if you have a little knowledge of the text, how can you go beyond it? In Chinese class, teachers guide students to delve into the text, and students' personal reading cannot be replaced by teachers' explanations or students' collective discussions. To guide students to delve into the text, teachers must delve into the text first. If teachers do not fully understand the text and have no intention of writing, it will be difficult to help students improve their Chinese literacy by relying on the text. Helping students understand the text is the most important means to guide students to learn the text. To help students understand the text, they must read, which is the so-called "reading leads to enlightenment, reading leads to enlightenment." Students should be exposed to language, feel the thoughts and feelings contained in it, and then read these feelings through their own reading. We should also encourage familiar reading and recitation to form accumulation. The third requirement is reality. In the classroom and teaching research, we should advocate the "three realities" proposed by Mr. Zhu Zuoren-truthfulness, simplicity and solidity. There are many formalistic things in Chinese class now, such as using multimedia to let students perform whether they need it or not; Obviously everyone has a textbook, but they insist on typing the words on the screen paragraph by paragraph; It's good to read aloud by yourself, but let the tape recorder do it for you. Let four people discuss in groups at every turn, but stop immediately without saying two words. What is the effect of such cooperative learning? In teaching research, there are also problems of pursuing glitz and not paying attention to actual effect. In the research class, the pursuit of appreciation, more tricks, less pragmatic. Some teaching and research articles pursue the so-called "academic nature", which makes people confused. In my opinion, when attending an open class, we should advocate a normal class and an atmosphere of seeking truth from facts when conducting research: the problems encountered in the curriculum reform are research topics, our own teaching practice is the research process, and the teaching effect is the research results. We advocate holding our feet, walking on our own land, observing with our own eyes, thinking with our own brains and drawing our own conclusions. Doing research or writing articles in this way can be true and clear, useful to people and beneficial to themselves. As for "training", it seems a bit diluted in the Chinese curriculum standards. In fact, the Chinese curriculum standard says: "Chinese teaching should pay attention to the perception, accumulation and application of Chinese, and pay attention to the training of basic skills to lay a good foundation for students." It can be seen that things that belong to basic skills, such as writing, reading and composition, still need solid training.

The fourth is moderation. The so-called moderation means that no matter what you do, you must grasp an appropriate degree. Reflecting on this round of Chinese curriculum reform, some of its early practices are not bad, just grasping the "degree" problem. For example, in order to respect children's unique experience, teachers give up guiding students with correct values; Emphasize autonomous learning, but ignore teachers' teaching; Take up a lot of time in class to let students exchange the collected materials, but put the words aside; Improper use of multimedia, using multimedia instead of reading; Wait a minute. No matter how good the means and methods are, if they are not properly grasped and overused, the results are often counterproductive.

Chinese classroom should pursue the realm of "harmony, harmony and nature"

China Teachers' Daily: In 2007, the primary school curriculum reform experiment has been carried out for a whole round. At that time, you proposed that Chinese classroom should pursue the realm of "harmony, harmony and nature". What is your idea based on?

Jasmine Zhang: This is also targeted. I want to focus on "harmony".

Chinese Curriculum Standard emphasizes that Chinese curriculum is a multidimensional whole with multiple functions. What is the relationship between multiple functions? I think we should pursue overall harmony. In order to achieve overall harmony, the elements that constitute the Chinese curriculum must be kept at an appropriate level. It's like cooking a dish. How much main ingredients, ingredients, seasonings and temperature are properly arranged, so that the food is delicious.

At present, there are many schools and slogans in the field of Chinese education, which is an important symbol of the success of Chinese curriculum reform and should be encouraged and advocated. What I want to say is about the naming of the school. It is fashionable to add an attribute before "China people", which is called "China people". I always feel that this statement is not appropriate. Because you wear banners, you should try to highlight your things. Infinitely expanding will shrink other dimensions intentionally or unintentionally. After a long time, it will lead to the alienation of Chinese curriculum. When I say this, I am by no means against the formation of different schools and styles in Chinese teaching. I just want to remind you in a friendly way that we should fully realize the goals set by the Chinese curriculum standards, and don't generalize.

In addition, "harmony" is needed. It is not enough to grasp the dimensions of each dimension, but also to be good at integrating all dimensions to make it perfect, just like a ball.

The so-called "nature" refers to how to unify instrumentality and humanity at the operational level. Some people say that we all understand the principle of unification, but once the class starts, we can't avoid it: do we emphasize instrumentality or give priority to spiritual edification? My answer is, let nature take its course and don't do anything deliberately. In other words, we should seek truth from facts, treat specific situations in a concrete way, and proceed from reality and effect.

China Teachers' Daily: In the forthcoming Collected Works of Jasmine Zhang, you summarized your understanding of Chinese as "Fourteen Rhymes". Can you tell us something about the Sonnet?

Jasmine Zhang: From June 5438 to 10, 2004, Mr. Hao Yuan, the editor-in-chief of Chinese Studies in Primary Schools, asked me to write a preface. Write what? Let's write about China education that I am familiar with. So I wrote ten doggerel poems with the general title of Feeling China, which was published in the No.1 12 issue of Chinese Studies in Primary Schools in 2004. Later, I added four more songs, which became "Fourteen Rhymes". Its contents include habits, literacy, writing, word interpretation, reading, exercises, language accumulation, Chinese practice, students' view and teaching view. These fourteen limericks roughly contain my understanding of education in China. Limited by space, I can only say a few of them.

No.65438 +0: "To form good habits and persevere is merit. I will benefit for life. "

In a sense, the process of learning Chinese is the process of developing good Chinese learning habits. By habits, we mean not only many behavioral habits in the process of Chinese learning, but also the language ability itself, such as keeping a diary, reading novels and poems, consulting reference books or searching online when encountering problems, and so on. The predecessors said that "learning from time to time is picturesque". Many Chinese learning skills and habits developed by long-term training in primary schools are unforgettable and used to it, which can affect children's life.

Third place: "What is a pure tool? Writing can educate people. The inkstone flows into the pool, and the pen makes you cry. "

At present, there is a quite common view in society: with the popularization of computers, is it worthwhile for students to spend so much time practicing calligraphy? "Computer Substitute" only regards Chinese characters as pure text symbols loaded with information, but doesn't know that Chinese characters are a kind of culture, so it is influenced by national culture to let students learn to write Chinese characters. People can write, and words can "write" people. In other words, writing can cultivate people's sentiment and cultivate their spirituality. This is an important factor that "Chinese Curriculum Standard" attaches importance to writing education.

No 7: "A teacher is like a matchmaker, let him communicate with himself. You want since the enlightenment to enter school, but you can't hear it. "

In reading teaching, the teacher's role is like "marriage introducer", whose task is to introduce the text to students, so that students can face the text directly and "fall in love" with the text. Teachers should create conditions for students to fully talk and communicate with the text. The "introducer" should have a wink, and those who should avoid it should avoid it. Making noise and chatter inappropriately will be annoying. If the "two sides" are "madly in love", the "introducer" can let go; Only when there is a "fault" in communication between the two sides, do you need "references" to clear it up.

Issue 14: "If you want to make waves, don't lift the donkey. Collect all kinds of pollen and brew your own honey. "

In the tide of curriculum reform, some teachers have such confusion: when listening to an expert lecture, one person says this and that person says that; I saw a famous teacher in class. This person is so good and that person is so good. Who should I listen to? We should have our own opinions. A teacher said it well: We should collect pollen from flowers like bees, but we should make honey by ourselves. We should not be superstitious or blindly obedient, but should respect practice and be good at thinking.

Textbooks should strive for the integration of traditional experience and modern consciousness.

China Teachers' Daily: Many people use "nationalization, modernization and simplification" to summarize this set of small language teaching materials edited by you. Then, can you tell us about your special thinking and design in absorbing China's traditional educational experience and inheriting national culture when writing this set of teaching materials?

Jasmine Zhang: It is an important task entrusted to us by history to carry forward and cultivate national spirit and enhance national creativity and cohesion. In June1994,65438+10, we set up a primary school Chinese textbook writing group. At that time, the political preaching tendency of primary school Chinese textbooks was still not fundamentally solved. In this context, the writing group clearly put forward the viewpoint of carrying forward national culture and inheriting excellent traditional morality.

Based on the above thinking, we strive to embody this idea in the process of compiling Chinese textbooks for primary schools. I want to talk about this side of the family. We thought, "How can we sweep the world without sweeping a house?" If a person is indifferent to his parents' feelings, what can he talk about loving the motherland and the people? At that time, we had a strong desire to let our next generation read our textbooks and become sentient and righteous people.

There are lessons of W and Y in Chinese Pinyin, so I created such a scene with a contextualized song (see figure 1): "Old crow, called Gaga, catch a bug and feed it to the doll. The autumn wind starts, the weather is cold, and my mother makes clothes for me. " Pupils not only learn W and Y, but also feel maternal love and know how to honor their parents when they grow up. Another example is the idiom song in the lower grade unit exercise, which is compiled as: "The love of flesh and blood is related to pain, and the ocean is as deep as a mountain." The illustration shows that a pupil is ill, and his mother is holding a medicine bowl in one hand and a spoon in the other. There are many texts about this, such as Visiting Mother in Chen Yi in the lower grades, which tells that Marshal Chen Yi rushed back to his hometown to visit his sick old mother, and he took the initiative to wash his mother's clothes. Generally speaking, most marshals write about his military career, but we let students be infected and educated through reading from the perspective of family.

Our predecessors left a lot of valuable experience in China's traditional education, which is worth inheriting, but it is not utilitarianism. We should conform to the needs of the times and serve the real society. For example, we have designed "string literacy", one of which is "spring breeze and spring rain/willow grass buds/cuckoo swallows and bees/pear blossoms and peach blossoms" (see Figure 3), which refers to the traditional experience of literacy in Mongolian rhyming, but it has been expanded, such as its rich humanistic connotation, the function of stimulating children's imagination and the function of understanding things. This is the fusion of traditional experience and modern consciousness.

China Teachers' Daily: Teacher Zhang, can you give some professional reading advice to young teachers from your own reading experience?

Jasmine Zhang: Improving Chinese literacy depends on "reading, writing, writing and reading". I have to read many books, especially masterpieces and Four Great Classical Novels, recite hundreds of classical poems, and dabble in modern and contemporary Chinese and foreign famous children's literature. I think this sentence still applies today: to give students a bucket of water, you have to have ten buckets of water and a hundred buckets of water. In this regard, I have two suggestions: First, we should explore a reading method that suits us. For example, I read novels and like watching related film and television works. If you read War and Peace, watch the movie of the same name. Read history books and refer to relevant maps; When reading classics, we often compare several different notes, and so on. The second is to learn by combining your own research topics and writing. Reading in this way is often impressive and unforgettable.

China Teachers' Daily: In the textbook experiment for so many years, many teachers in the experimental area have been carefully guided by you, and everyone is encouraged by your warm concern and affection for mother tongue education. Do you have any special expectations for them and the future of mother tongue education?

Jasmine Zhang: It is not a matter of one or two generations to establish a new mother tongue education system. It takes generations of unremitting efforts. I recorded the course of my study and research on my mother tongue and offered it to everyone, so as to provide something for the younger generation who are interested in mother tongue education and research.

I once wrote a poem, and there are two lines that can quite express my feelings: "I am afraid that I will forget my life and wait for a new chapter in my record." I hope and believe that the younger generation will surpass us and do better and better than us.

Jasmine Zhang, a special teacher in Jiangsu Province. At present, he is a special researcher at the Research Center of Nanjing Normal University (primary school Chinese), the editor-in-chief of the basic education curriculum reform of the Ministry of Education, the national curriculum standard Su Jiao Edition primary school Chinese experimental textbook, and the director of Nanjing Phoenix Mother Tongue Education Science Research Institute. Published monographs "My View on Chinese in Primary Schools", "Mother Tongue Education Facing the Future" and "Collected Works of Jasmine Zhang" (eight volumes); Participated in the compilation of Encyclopedia of Modern Teaching Methods, Dictionary of Classified Appreciation of Ancient Famous Poems in China, and Research on Mother Tongue Textbooks, etc.