How to implement calligraphy teaching in classroom teaching

First, what is the difficulty of "calligraphy into the classroom"?

There are two problems that hinder the development of calligraphy education at present:

One is the class and the other is the teacher.

Without the guarantee of class hours, "calligraphy enters the classroom" is almost a dead letter. Although the Ministry of Education has repeatedly issued a document asking schools to attach importance to calligraphy teaching and calligraphy education, there is no special class for calligraphy. Calligraphy was a part of Chinese at first, and then it became a part of fine arts. By 20 15, the course was marginalized again, and the school calligraphy education that had just improved was once again in trouble!

Take Beijing as an example: in the autumn of 20 15, there was no "calligraphy" subject in the Beijing curriculum plan. In the nine-year compulsory education stage, courses are set up as a whole, including moral and life, moral and society, ideology and morality, Chinese, mathematics, foreign languages, history and society (history, geography), science (physics, chemistry, biology), physical education, physical education and health, art (music, fine arts), comprehensive practical activities and other courses, as well as local courses (municipal comprehensive courses and other districts and counties)

However, "calligraphy course" is listed as "local course and school-based course" and there is no special time. Original text: (6) Local curriculum and school-based curriculum 1. Local courses refer to municipal local courses and district and county local courses. Municipal local courses include special education, Chinese excellent traditional culture, calligraphy, Chinese dream, career, our city and other comprehensive courses. The textbooks of the above courses have been compiled by Beijing Academy of Educational Sciences and tested in the whole city. Local courses in districts and counties include local courses developed by districts and counties and uniformly set up within the scope of districts and counties. School-based curriculum is independently developed and implemented by the school.

According to such a curriculum plan, it is difficult to determine whether to offer calligraphy classes, and how to implement the opinions of the Ministry of Education on attaching importance to traditional culture!

Look at the shortage of calligraphy teachers again. Let's take Beijing as an example: Beijing has 962 primary schools with 23,536 classes. According to the calculation of 15 classes 1 calligraphy teachers, there should be 1 563 calligraphy teachers, but there are only 400 full-time calligraphy teachers in Beijing, and the teacher gap is nearly 300%. Some schools that attach importance to calligraphy education have 2-3 full-time calligraphy teachers. According to this calculation, two-thirds of schools in Beijing have no full-time calligraphy teachers. According to the class size, the shortage of calligraphy teachers in Beijing is 1 165. As a "first good area", Beijing is still so, and other parts of the country can imagine it, not to mention the poor areas in the west.

Second, there are many factors that lead to calligraphy education not really entering the classroom.

First of all, the internal factor that hinders the development of calligraphy education is the pressure of examination. Under the pressure of exam-taking, students' courses are full according to the proportion of scores, and students have a heavy academic burden. Moreover, because most primary and secondary schools don't have fixed calligraphy classes, calligraphy is just an interest class, and calligraphy classes are "squeezed into" courses, etc., especially in middle schools, calligraphy classes that can't score for the college entrance examination are a waste of time, and calligraphy popularization education in many schools is still blank.

"Examination results are the lifeblood of students." If the baton effect of the exam remains unchanged, how many schools, teachers, parents and students will make great efforts to teach and learn calligraphy?

Of course, we also notice that the outline clearly proposes to increase the proportion of Chinese excellent traditional cultural content in all aspects of calligraphy education teachers, qualification examinations and curriculum standards, and the most important one is to "increase the proportion of Chinese excellent traditional cultural content in the senior high school entrance examination and college entrance examination", which may become a "baton" to lead or even "force" calligraphy education into the classroom. I hope that it can be implemented as soon as possible, so that calligraphy classes will no longer be "squeezed out" and truly become a fixed member of primary and secondary school courses.

Secondly, at present, calligraphy teachers in many schools all over the country are Chinese teachers or art teachers. Although it is a helpless move, it is also a way to solve the shortage of calligraphy teachers. But for the existing calligraphy teachers, there is no real export and import policy. Professional title evaluation, backbone evaluation and study belt evaluation are all linked with other disciplines, occupying the places of other disciplines and affecting the enthusiasm of calligraphy teachers.

Three or five suggestions

Suggestion 1: Integrate "writing" into Chinese teaching.

Literacy and writing is the beginning of systematic cultural education for students. "Writing" here means that students should master a standard and standardized hard pen. In all Chinese classes from primary school to junior high school, Honda's "new words" column is "computer script words", so there must be a difference between computer script and handwriting. Therefore, it is suggested to replace "new words" with standardized "handwriting", which will help students learn to write standardized hard-pen words more quickly.

Suggestion 2: Give "Calligraphy Education" an independent class and let "Calligraphy" really enter the classroom.

In recent years, primary and secondary schools in Beijing have put forward the writing principle of Chinese characters, that is, "soft pen should be ancient, hard pen should be modern." "Soft pen is suitable for ancient times" means "soft pen is complicated to write", which means that soft pen teaching mainly focuses on ancient calligraphy classics. Its important significance lies in that, under the premise of not violating the national language and writing law, students can get in touch with and know traditional Chinese characters, understand traditional culture and cultivate artistic aesthetic taste. "Hard pen for today" means "hard pen to write simplified words", which allows students to write standardized simplified words with hard pen to facilitate practical communication. It is imperative to set up "calligraphy class" in primary and secondary schools so that students can learn to "know the complex and use the simple", which is a breakthrough to inherit and carry forward the excellent Chinese traditional culture.

Recommendation 3: Actively develop the software and hardware of informational teaching of calligraphy education in primary and secondary schools.

To promote calligraphy education, we should establish a brand-new concept of using modern information network technology to effectively support classroom teaching. The development and application of teaching software aided system is in line with the application of teaching material demonstration video approved by the Ministry of Education, and provides standardized writing demonstration for teaching materials one by one. Through the application of this system, teachers and social peers are systematically and professionally trained in calligraphy informatization teaching methods, so that teachers can take up their posts after short-term training and reach the professional teaching level of calligraphy courses in primary and secondary schools, which can effectively solve the problems such as the shortage of calligraphy teachers in the front line of teaching and the lack of guidance for students' practice, thus ensuring the effective promotion of calligraphy into the classroom. At present, this kind of teaching software and hardware has been developed, but if it is to be popularized, it needs the support and guarantee of relevant departments.

Recommendation 4: Take calligraphy education in primary and secondary schools in Beijing as a pilot reform.

As the capital of Beijing, calligraphy education in primary and secondary schools should be a pilot to lead the national reform. Therefore, it is suggested that "calligraphy" should be added to the "art subject" in the Beijing Curriculum Plan, with at least one class hour per week. Art disciplines include: music, art and calligraphy. This is the complete "art discipline".

Recommendation 5: In terms of teachers, we should pay attention to the construction of two teams:

(A) Teaching and research team building

Calligraphy teaching researchers are the leaders of front-line calligraphy teachers and play an important role in professional training, teaching research and guidance of front-line teachers. Therefore, the construction of teaching and research staff is the guarantee for the healthy operation of calligraphy.

(B) the first-line construction of calligraphy teachers

A bachelor's degree is enough for calligraphy teachers in primary and secondary schools. Hope to be able to:

1. Normal universities are allowed to recruit calligraphy undergraduates.

2. Allow local educational science research institutes or teachers' further education schools to set up calligraphy teacher training programs, and allocate funds to support in-service calligraphy teacher training for a long time.

3. Make full use of calligraphers' associations around the country to train non-calligraphers who have changed jobs in schools, so that they can be competent in calligraphy teaching and let schools start classes first.