Reading Classics and Absorbing Educational Wisdom —— Thoughts on Reading Ye Shengtao's Essays on Chinese Education

Every time I open Ye Shengtao's Collection of Chinese Education, I am filled with infinite awe, which is the crystallization of Mr. Ye Shengtao's Chinese teaching in the past 60 years and also the vane of our contemporary Chinese teaching.

Although it is difficult to read, I can see that Mr. Zhao Peili in the studio is always busy, reading with relish, and his reading notes are well-founded and interesting, showing the profoundness of reading, profound thinking and smart wisdom. So driven by the model teacher, I can't help but force myself to sink down and read page by page, ponder sentence by sentence and understand bit by bit. I want to talk about my own gains and feelings from reading comprehension Chinese teaching and middle school Chinese teachers.

1. Understanding Chinese Teaching

This is Mr Ye Shengtao's speech in China Magazine. His works are as simple as usual, but inspiring. The present situation of Chinese teaching makes us educators sit on pins and needles, and at the same time, after reading Correctly Understanding the Path of Chinese Teaching, we can clearly understand the direction of our efforts.

At the beginning of this chapter, it is pointed out that the common training in school education is not practical and the teaching is illegal. For Chinese teaching, students are only allowed to explore secretly, rather than educators giving effective "Japanese-Chinese discussions", and Chinese teaching has hardly achieved any results.

The deep reason is that we have no correct understanding of Chinese teaching. For Chinese teaching, we inherit the spirit of old-fashioned education, that is, we stick to classicism and altruism: reading ancient books, without thinking about whether they are suitable or useful, just reading them blindly and cramming the contents of the books into our minds. Learning from the ancient articles only mechanically imitates that set of procedures and accents. The purpose of reading and writing is to become famous, not to develop the necessary knowledge and ability in personal life.

Mr. Ye Shengtao said: Old-style education can cultivate a large number of reciting "living bookcases", eloquent "humanoid parrots", big or small palace officials, and "Confucian scholars" who make a living by teaching and reading; But we can't cultivate ordinary citizens who are good at using Chinese as a tool to cope with life. Therefore, we must have a correct understanding before Chinese teaching can be effective. The premise of reaching a correct understanding is to abandon the classicism and wealth of old-style education.

"Reading and writing are two indispensable abilities in life. Only when you know what you want can you really know what you can do. That method is by no means rote learning, nor is it imitation and catering. " Mr. Ye Shengtao's words put forward higher requirements for teachers. As teachers, we need to improve our professional quality through professional reading in order to learn to be a teacher by example.

In Chinese teaching, we should abandon the way of learning by rote, which is why under the current "double reduction" policy, students strongly oppose the arrangement of mechanical repetitive homework, so that students can have more time to read. Regarding reading, Mr. Ye Shengtao said: Without consulting, analyzing, comparing, deducing, inducing, swimming and appreciating, where can there be "true knowledge" to read? Where can I really read a book? As far as writing is concerned, if you don't add training to your whole thinking and language to gain expressive ability, where will you "understand" writing? Where you can really do it?

Finally, Mr. Ye Shengtao provided some examples of learning methods for young people: reference, analysis, comparison, deduction, induction, swimming, body odor, the injury of thought and language, and the acquisition of expression skills. As Chinese teachers, we have to work hard to get a real benefit. From the standpoint of literature and literature, we can practice "making mistakes" at any time according to the magazine and apply it to reading and writing. This is the first step of Chinese teaching reform.

2. Chinese teachers in middle schools

In this chapter, Teacher Ye Shengtao lists seven types of teachers: teachers who explain sentence by sentence; Teachers who play at will; Teachers who care about the world and pay attention to moral cultivation; Only praise teachers who use adjectives to choose articles; Teachers who like to give discussion questions; Teachers who don't revise on the basis of students' articles; Teachers who don't comment on students' homework.

After several decades, the seven types of Chinese teachers mentioned in Mr. Wang's article are still "active" on the podium of our Chinese class. If we "sit in the right position", we will involuntarily "start to sweat and cry".

Teacher Ye Shengtao gave effective guidance to these seven types of teachers and made sincere suggestions. We might as well suit the remedy to the case and try to be a qualified middle school Chinese teacher.

As for the first teacher who explains classical Chinese sentence by sentence, he should first change his concept, understand the teacher's role, and understand that the classroom is not a one-man show of the teacher, but a classroom centered on students' learning, so that learning can really happen. For the methods specified in the curriculum standards, students should be guided to do full preview by using carefully designed preview sheets before class; In the classroom, we should guide students to extract the main points of methods, so that they can understand the content, genre, methods and background of the article, "stimulate their motivation of self-study" and guide them to do various research; After class, students should be instructed to analyze, synthesize and compare their own research, so as to have a thorough understanding, or ask questions to "let students learn independently". It can be seen that attending classes is the work of teachers and students, and the way of working should be discussed like ordinary meetings. A teacher is like the chairman of a meeting.

The second kind of teachers who like to play at will can arouse students' interest, but the wider they spread, the more they ignore the selection itself. In other words, such teachers need to have a deep grasp of the curriculum standards and the intention of teaching materials, and pay attention to cultivating students' literacy ability during the study period. The third kind of teacher obviously regards Chinese as a civic subject. At present, moral education is the fundamental task of education and teaching, which permeates every course, but it is very important to let Chinese class taste the taste of language, human feelings and books. The fourth kind of teacher praised all the selected essays for a reason. Guide students to read through the text, chew the words, analyze them carefully, and understand the key to "good" and "beauty". The fifth kind of teacher teaches students to repeat what they have heard and seen, which is also a method of practice, but it is not an important method. It is best to adapt the composition questions to the students' experiences and ideas, so that they can come up with something by themselves, and it is not appropriate for them to climb high and look far, and to come up with some topics that non-middle school students can start with.

The sixth and seventh types of teachers have no standards for judging students' homework. Students' compositions, whether good or bad, always have their own ideas. Whether it is reasonable or not is a matter of logic, and whether it can be understood or not is a matter of grammar. So the criteria for judging it are logic and grammar. It is not appropriate to cross out the whole paragraph and then write something between the lines according to your own meaning. Ordinary people's compositions are often illogical and grammatical, and middle school students' exercises will naturally be flawed, and the method of beating around the bush is not very appropriate. As for the return of the revised edition, there is no explanation, which will make students try to figure it out for themselves, and will make students unable to guess the teacher's mind and make no progress.

For the above seven kinds of teachers, we should always remind ourselves, examine ourselves, choose the good and the excellent, and move forward towards the bright side of education. As a qualified Chinese teacher, we should have a lifelong learning mentality, constantly improve our literary literacy and text interpretation ability, and make good preparations for teaching materials and students. From the standpoint of classroom assistance, advance and retreat in time, organize rich and three-dimensional Chinese activities about reading and writing, and finally improve students' core Chinese literacy.

In the constant dialogue with Ye Shengtao's Essays on Chinese Education, I was inspired by many things. I chewed, thought, chewed, explored and tasted his plain and thought-provoking language, his brilliant and lasting Mika education thought, his rigorous academic attitude and meticulous style of study, and his responsible and diligent spirit, which made me admire infinitely.

"If you don't accumulate, you can't take Wan Li Road; If there is no small stream, there will be no rivers and seas. " No matter teaching or studying, we must work hard and persist in continuous learning every day in order to gain something. I believe that following a group of excellent partners who love reading will definitely go further and further in the studio! ?