1. The educational purpose theory of "enabling students to understand the inherent culture of their country and improve their ability to appreciate literature"
He uniquely proposed Chinese education in his article "Appreciation of Ancient Literature" The two items are very worthy of our attention: First, choose to read ancient books to understand, understand and accept the inherent culture of our country. The second is to use appreciation as an emotional exercise, to appreciate ancient literature from the perspective of others, to clarify the position of ancient literature, whether to sublate or liquidate it, and to cultivate appreciation and critical skills. Zhu Ziqing determined that the long-term goal of Chinese education is to understand the inherent splendid culture of the country, strengthen national consciousness, and thereby improve students' appreciation of literature. This concept is obviously different from Chinese education, which is to teach Chinese knowledge so that students can pass the Chinese test or Chinese education. It is a general concept of academic research that analyzes writers’ works and language phenomena. Zhu Ziqing's new revelation of the purpose of Chinese education makes us feel that he is a step forward with a specific significance for his predecessors. He also believes that although the Chinese people need to modernize, they must first understand themselves before they can modernize. This shows that Zhu Ziqing is a theorist who only respects the inherent culture of his country. In his view, the country's inherent cultural heritage is not only an important basis for China to move towards the future, but also an important purpose that Chinese education must grasp. In this regard, Zhu Ziqing uniquely understood Chinese education as a special behavior that inherits cultural heritage and promotes the national spirit, which obviously reflects his personal characteristics.
Zhu Ziqing’s “understanding of one’s own country’s inherent culture” refers to relishing the passages, sentences, styles, vocabulary, idioms, styles and techniques of ancient literature, and putting oneself in the shoes of ancient writers to accept their writing attitudes, moods and emotions. Sadness, joy, love, and evil desire. He believes that the most important purpose of Chinese education is to help young people believe in and learn from ancient times with the help of their understanding of ancient literature. He said: "Some young people think that life in ancient books and literature is too far away from modern times, so they are unable and unwilling to accept it... I want to start from the beginning, although the social organization is different, although The ideologies are different, but human feelings are always close to each other, and the joys, angers, sorrows, joys, and evils are still the same, although the objects are different and the expressions are different." Zhu Ziqing's view clearly indicates that the mission of Chinese education requires us to turn young people's alienation from our country's inherent cultural essence into closeness to it. Zhu Ziqing believes that no matter ancient or modern characters or relationships are still close to each other, human emotions, emotions, emotions, and desires can span the long river of history and still extend to each other, so as to achieve the mutual integration of young readers and the ideological and spiritual spirit of China's inherent culture. . Zhu Ziqing focused on the emotional connection between ancient and modern times to get close to, understand and understand China's inherent culture. In fact, he emphasized how to achieve the purpose of understanding the country's inherent culture in the practice of Chinese education from the perspective of methods and approaches.
On the other hand, Zhu Ziqing also proposed that another important purpose of Chinese education is to allow students to accept literature, cultivate appreciation, and develop critical skills. He said: "In accepting literature, we have our own position. We must clarify our own position, and then clarify the position of ancient literature. It is called knowing oneself and the enemy, and only then can we distinguish those that should be discarded and those that should be retained... We have However, it does not hinder understanding or understanding of ancient literature, because on the one hand, one can put oneself in the shoes of the ancients, and on the other hand, one can return to one's own position to criticize... This 'putting oneself in their shoes' is an important key to appreciation, which is the so-called 'emotion'. "Move in." This passage may seem quite ordinary today, but its experience is personal, so its meaning is extraordinary. It points out that the primary issue in appreciation is to resolve the stance, and that the stance of the work and the reader’s own stance when reading cannot be confused. It is clearly stated here that treating literature with a firm stance and critical power is the first essential point for cultivating students' ability to appreciate literature. This statement reflects that the key to cultivating appreciation ability lies in empathizing with the works, that is, putting yourself in the shoes of the original author and experiencing the emotions, sorrows, and joys of the original author's works. Such a special meaning should be truly and deeply introduced to our students through Chinese education classes, so that these works that embody China's most important cultural and historical connotations can leave the most profound impression on students from the perspective of cultivating students' appreciation and critical abilities. impression. If we really focus on exploring students' ability to appreciate literature, then Zhu Ziqing's insights are quite new.
Zhu Ziqing actually used this as a precursor to the purpose of Chinese education to understand the country's inherent culture, and deeply realized the close connection between improving students' ability to appreciate literature and Chinese education. Judging from his discussion: Chinese education must be based on understanding the inherent culture of the country and ultimately enable students to achieve the purpose of appreciating literature. In short, "understanding and appreciation" constitute the central content of Zhu Ziqing's Chinese education teleology. Zhu Ziqing himself was a scholar who was proficient in China's inherent culture, so he highly respected the use of Chinese education to spread China's inherent splendid culture; at the same time, Zhu Ziqing was a litterateur who valued the artistic power of writing, so he also required Chinese education to be responsible for cultivating students' appreciation. Literary Analysis Literary Ability Tasks. This shows Zhu Ziqing’s unique theoretical characteristics.
2. The theory of educational content of “composition training and technical training”
Zhu Ziqing identified composition training as one of the extremely important contents of Chinese education. He said: "Writing is basic training, a training in life skills - it is also a training in life." He believes that through the cultivation of writing ability, students will increase their knowledge and experience in using literature and understanding social life. Therefore, To improve their ideological level, it can be seen that the power of writing cannot be underestimated. Zhu Ziqing obviously rejected the long-term use of ideological instruction as the main content of Chinese education. He highly affirmed the social function of writing ability cultivation. He sharply pointed out: "If you only focus on thoughts and ignore training, the thoughts you will get will only be fleeting, because thoughts also exist in words, sentences, chapters, and tones." Here Zhu Ziqing concentratedly denies some teachings
Educators attach great importance to ideological training. It attacks this deviation and vigorously promotes technical training including vocabulary, sentences, chapters, and tones. He wanted to correct the poverty and singleness of the style of Chinese education that only focused on ideas and neglected training, so that the construction of Chinese education would truly have an inherent spirit. In his opinion: Merely accepting cultural ideas is far from proving that students have mastered the ability to use language and characters, the ability to read ancient books, and the ability to understand the language form, chapter structure, and sentence style of ancient books. Therefore, Zhu Ziqing further proposed "technical training". These two aspects constitute the framework of his Chinese education content: special emphasis is placed on the urgent need to strengthen students' basic Chinese skills such as writing ability, reading ability, and comprehension ability while receiving the cultivation of writing ability.
(1) Composition training
Zhu Ziqing believes that the biggest problem with students' compositions is unclear context, unclear levels, and unclear ideas, followed by the indiscriminate use of punctuation marks. Zhu Ziqing is a very insightful Chinese education theorist. He put forward very sharp opinions on the problems in students' compositions:
"Students often fail to grasp the topic in their writing. They often write These are either fragmented or broad nonsense, especially at the beginning. In addition, there is a confusion of levels, coherence of meaning, and repetition of words... They are very careless about the use of punctuation marks. The nature of words and sentences helps to express the clear meaning and the appropriate expression. It has the same function as words. It is by no means a dispensable thing attached to words... Most students underestimate the role of punctuation marks or have insufficient understanding of them, and they point randomly everywhere. . In fact, if it is not fully utilized, the effectiveness of writing will be reduced.”
For a long time, most composition training in Chinese language education has tended to ignore context and punctuation. Zhu Ziqing’s remarks are very relevant. What people pay attention to is the thought and meaning of article writing, rather than its context and punctuation. Mr. Zhu's words are naturally an initiative to correct the lax and undisciplined neglect of context and punctuation in composition training in Chinese language education and to establish a new concept: students' compositions must be clearly organized and use punctuation correctly. Symbol is the most important condition.
Zhu Ziqing particularly emphasized several peculiar phenomena that existed in Chinese education at that time: First, students mistakenly and unconsciously regarded composition as a record of speech, which blinded the students themselves in terms of context, thus creating hierarchies. Poor technique. Second, teachers talk a lot of irrelevant gossip during the teaching process, which also has a bad impact on students' writing ideas. The third is that students read too little or not carefully and rely too much on speaking. Here, Zhu Ziqing sharply criticized the bad tendency of teachers to talk too much in lectures, which affects the context of students' compositions, and that students read too little, causing compositions to rely too much on talking.
He also used a sharp eye to discover a common problem hidden in students' writing: that is, students equate composition with speaking. In Zhu Ziqing's view: (1) Composition is not talking, some useless nonsense must be eliminated. (2) Composition is recorded in words and is different from speaking. It must make people read and feel the benefits of words.
The composition training proposed by Zhu Ziqing obviously focuses on these two main contents: one is to solve the context and organization of students' compositions, and the other is to help students understand that composition is different from speaking. Zhu Ziqing essentially put forward extremely high requirements for composition training based on the structural form of article writing (the so-called contextual organization). This is a quite clear and important opinion.
How to conduct composition training? Zhu Ziqing’s ideas are unique: (1) Improve writing through the help of reading aloud and reciting. He proposed: "They should be allowed to recite the texts of various schools attentively to obtain the unified text or context (context). ... Because reciting is also helpful for speaking and composing." Zhu Ziqing hopes that students will gain the skills through reciting training. Clear context. He imagined: "To train context, one must use the tone of reading documents... If this kind of correct reading is trained from elementary school, the situation where context is mixed into context will be reduced, and students' compositions will also be easy to improve." In composition, an important issue that Zhu Ziqing unexpectedly emphasized was "reading" (reading aloud). He believes that "reading" is a good form to help students compose. Relying on the factors and functions of reading, students can at least understand the context and context, which allows students to finally distinguish between composition and speaking. Secondly, the role of reading aloud is that students’ long-term accumulation of “reading” helps them suddenly shine in conscious artistic creation in composition. (2) Start learning from newspaper style, start from a small scope, and it is best to start by writing short news articles. He advocated: "You must learn from newspaper style... Start with a small scope and practice writing on issues that are closely related to real life. For example, about the food problem in schools, you must grasp the key points and write them clearly." (3) Practice more expository and argumentative writing styles. Zhu Ziqing believes: "In real life, expository and argumentative texts are used more than narrative and lyrical texts... and on the one hand, they can also train their thinking. Therefore, they should practice more of these two kinds of writing." The method of this kind of practice is: "Give Give students some familiar topics... or give them some current affairs topics and let them write speeches or posters. The imaginary readers are ordinary people... Only then can they be attracted. ”
Zhu Ziqing emphasized. While reading aloud plays an important role in composition training, it also puts forward two viewpoints on subject matter and stylistic writing practice. One is that he believes that students should start by writing short news articles and choose a small range of subject matter that is closely related to real life. The significance of this approach is to make students' compositions relevant, approachable, and effective. Another is that he advocated that students should be given more practice in argumentative essays and expository essays. His conclusion is that these two styles are not only practical, but also allow students to penetrate into the real content through the practice of these styles and increase the breadth of students' understanding of social life. These arguments are enough to prove that Zhu Ziqing, as a writer, often regarded Chinese education as creative self-control, and discussed composition training with the writer's focus on subject matter and style, which exactly shows the characteristics of Zhu Ziqing's Chinese education thoughts.
To achieve its own goals in composition training, in Zhu Ziqing’s view, the following four aspects must not be ignored. First, students should pay attention to clear context and correct use of punctuation marks when completing their compositions. Second, we must particularly recognize the unusually close connection between reading aloud and students’ compositions. Third, start with short news articles to inspire students to write from a small perspective and get closer to life and themselves. Fourth, focus on practicing expository essays and argumentative essays, so that students can gain deeper practical content and ideological understanding through this experience.
(2) Technical training
Zhu Ziqing believes that technical training is one of the core contents of Chinese education. Related to this is his unique insight in the article "Understanding and Appreciation":
"Understanding and appreciation are important training processes in middle school Chinese courses. Children can gradually understand the language from an early age , but the understanding of literature must be subject to compulsory learning training...Understanding is to analyze the meaning of the original text and criticize it...And appreciation lies in a correct and thorough understanding.
Appreciation does not mean adding abstract and ambiguous comments like 'good, beautiful, elegant, wonderful...' to the text...it depends on the choice of vocabulary and metaphors, the organization of chapters and the whole text, and the author's attention and effort. Find those unique things that are innovative or ancient. ”
The so-called “understanding and appreciation” here refers to the meaning of “technical training”, which means focusing on allowing students to understand the rhetorical vocabulary, organizational structure and author’s intention of the article. Zhu Ziqing advocated technical training in Chinese education , showing his firm and independent educational concept. In fact, the concept of neglecting the connotation of Chinese language itself and leaning towards ideological teaching obviously needs to be corrected. Chinese language education must pay attention to the structure, word meaning, vocabulary, paragraphs, sentence structure and other technical aspects of writing. The indifference did make Zhu Ziqing a little dissatisfied. He proposed the main content of "technical training", which includes: (1) Paying attention to the meaning of words (2) Understanding and analyzing the sentence patterns of articles, especially special sentence patterns, actually reflect special psychological states. (3) Explain the paragraph clearly. “It must be able to show the organization and development sequence of the original text.” (4) Explain the main idea clearly. "(5) Clarify the organizational structure. "Explaining this change in the organization of the article is an extremely important thing in the scope of understanding and appreciation. "(6) Explain words. (7) Explain metaphors, allusions and examples.
On the one hand, it is to understand the meanings, words, sentence patterns, allusions, etc., and on the other hand, it is to appreciate the themes, paragraphs and structures. In fact, This "understanding and appreciation", that is, technical training, is an extremely important core content of Chinese education. Chinese education should use this as the basis and background to put the cultivation of students' understanding and appreciation abilities in a very prominent position. Zhu Ziqing's new perspective in this regard. Yes: Clarifying the organizational structure of an article is the most important part of cultivating students' ability to understand and appreciate, so as to grasp the sentence structure, theme, paragraphs, allusions, etc. of the article.
Zhu Ziqing also summarized how to proceed. Several methods of "technical training": (1) Teacher explanation. Teachers are required to "analyze the text in detail...to give middle school students sufficient practice." Each step of the exercise must have many details, requiring practical and consistent implementation of the exercise... The purpose of the exercise is nothing more than to let students find difficulties and seek solutions. "(2) Students should strengthen their familiarity and can also frequently write and recite. (3) Problem research. "It is best for teachers to only be in a passive position and use hints to help students discover and solve problems. "Zhu Ziqing publicly advertises that "students strengthen reading and recitation and teachers help students discover and solve problems" as an important method of technical training. He especially emphasizes that teachers' explanations should occupy a dominant position in technical training. Here Zhu Ziqing once again prominently advocates "reading" " (familiar reading and recitation) plays a huge role in Chinese education.
3. The educational methodology of "reading" of "intensive reading, skimming, lecture, reading and reciting"
Zhu Ziqing's discussion on "reading" "The theory of educational methods seems to be a strange idea in the field of Chinese education, which has always emphasized "speaking". But I think: first, the strange concept of "reading" is precisely the most unique part of Zhu Ziqing's Chinese education thoughts. He In fact, considering "reading" as the most important means and methods of Chinese education, and understanding Chinese education to solve specific problems from the concept of "reading" is of course unique and new. Second, Zhu Ziqing's so-called "reading". The concepts include his intensive reading, skimming, lecture reading, reciting (reading aloud, chanting, silent reading), etc. He most strongly felt the extremely important role and status of "reading" in Chinese education. He said: “Reading is the most useful, and special emphasis should be placed on it in Chinese teaching. "Third, based on the actual situation of Chinese education, the fact that teachers are more important than explanations and students ignore "reading" has existed for a long time. Zhu Ziqing's most important thing is
trying to get rid of the kind of teacher's explanation occupation. The dominant classroom atmosphere is dedicated to the establishment of a new concept of teachers guiding intensive reading, skimming, and speaking, reading, and reciting. Fourth, how much he hopes that the generosity of students' intensive reading, skimming, speaking, and reciting can be used to spread the inherent brilliance of China. Culture, and firmly believed that "reading" plays an important role in Chinese education. He essentially criticized the long-term neglect of "reading" content training in Chinese education. He specifically required that Chinese education should have a pedagogical role. It adds a kind of appeal through the help of "reading". His specific propositions are as follows: (1) Intensive reading must be "exhaustive and exhaustive".
It includes two aspects. Contents: First, let students preview.
That is, reading the full text, analyzing punctuation, understanding the full text, clarifying the meaning of new words, and answering questions raised by the teacher. The second is class discussion. "When there are errors in the discussion, they need to be corrected, there are omissions that need to be supplemented, and there are problems that need to be clarified. After some things that must be discussed, students should be given a concise outline to facilitate review." That is to say, Zhu Ziqing put the concept of intensive reading into practice. It is specifically understood as taking students as the main body to answer questions and clarify difficulties in previews and discussions, with special emphasis on students' subjective initiative. The real meaning of intensive reading is to discover and solve problems, which is quite insightful.
(2) Skimming requires "outlining the main points and hoping for success"
Zhu Ziqing believes that: skimming guidance refers to five aspects: edition, preface, reference books, reading methods, and questions. Provide careful guidance and explanation to students in all aspects. Zhu Ziqing's concept of skimming obviously means that under the guidance of teachers, students themselves grasp the main outline content to read and acquire knowledge faster. This concept immediately makes people realize that the significance of skimming is to allow students to master good tools and reading methods to gain the ability to solve problems, which is of very important reality.