Joke Collection Website - News headlines - Why is Chinese Pinyin so similar to English letters? When did Chinese Pinyin appear? Does it have anything to do with English?
Why is Chinese Pinyin so similar to English letters? When did Chinese Pinyin appear? Does it have anything to do with English?
Premier Zhou Enlai pointed out when he announced the Chinese Pinyin Scheme: "As a tool to help learn Chinese characters and promote Putonghua, the Chinese Pinyin Scheme should be taught in normal schools and primary and secondary schools first." According to this instruction, People's Education Publishing House began to incorporate Chinese Pinyin into primary school Chinese textbooks in the autumn of 1958 as an important learning content for primary school students. Over the years, the teaching materials of Chinese Pinyin have undergone many experiments and reforms, and the teaching quality has been improved through continuous exploration. Chinese Pinyin plays an increasingly important role in Chinese teaching in primary schools.
Looking back at the history of Chinese Pinyin teaching, it can be roughly divided into five stages.
The first stage was from 1958 to 1962; The second stage was from 1963 to 1966; The third stage is from 1973 to 1977; The fourth stage was from 1978 to 1982, and the fifth stage is from 1982 to now.
the first stage, which is the primary stage of Chinese pinyin teaching. In the autumn of 1958, the teaching content of Chinese Pinyin was arranged in the first Chinese textbook of the first grade of primary school. Learn the usage of initials, finals and r and the pinyin method of one sound and one rhyme; In the second textbook used in the spring of 1959, the rules of adding and replacing the initials yw, omitting iou uei uen and spelling j q x and ü are arranged. The third textbook used in the autumn of 1959 continued to arrange spelling rules to strengthen its consolidation.
From the perspective of pinyin teaching at this stage, there are the following characteristics:
1. The teaching content is numerous and complicated. The textbook arranges all the contents of the scheme of Chinese Pinyin, and maintains the integrity and systematicness of the scheme, which is a good side. But the teaching content is too much and the difficulty is too great. In order to reduce the difficulty and disperse the difficulties, the textbook puts four spelling rules in the second semester, which leads to new problems. Some syllables are the same in the first semester and the same in the second semester. For example, toys are taught in the first semester and changed to wán jù in the second semester, and turtles are taught in the first semester and changed to W ū guēi in the second semester. After the e in uei is omitted, If such syllables are few, students can accept them, and it will greatly increase the difficulty to change dozens of syllables. It takes a lot of effort for students to learn, and it is easy to be confused.
2. Teaching is demanding and difficult. First-grade pupils are required to learn the initials, finals, pinyin methods and all spelling rules of the Scheme. There are four spelling rules. It's easier for j q x and U to spell and omit the two points above U, but it's more complicated for students to omit. How to omit, which letter to omit, and how to mark key signature after omission are not easy for students to understand. The most difficult thing to remember is the usage of Y W. Students have to remember 23 syllables that need to be changed, which ones are initial consonants and which ones are initial consonants, so that first-grade primary school students can distinguish and remember them. This requirement is too high and too urgent, which is not easy to achieve.
The compilation of the above-mentioned textbooks lasted for five years, and most teachers reported that there were too many difficulties in teaching Chinese Pinyin. Some schools do not teach pinyin because of insufficient conditions; Some spend a lot of time and the teaching effect is not good. The difficulties in dialect areas are even greater. Some teachers say that Chinese Pinyin is really difficult to teach, and it takes a lot of time. Instead of helping to learn Chinese well, it has become a burden for students, which has affected the cultivation of literacy and reading ability and dampened students' enthusiasm for learning. A rural teacher said: "As soon as the students entered school, they came across the complicated, hard-to-remember, and boring Chinese phonetic alphabet, and they felt very hard. It was really enough for the students to survive this period." The general situation is that it takes a lot of time and effort, and the effect is not good. Teachers and students are distressed and parents are dissatisfied.
there are many reasons for this situation. First, the scheme of Chinese Pinyin has just been published, and people still lack understanding of the scheme and underestimate its function. They think that teaching Chinese Pinyin is unnecessary. It is better to teach Chinese characters directly with the original phonetic alphabet or without any symbols. Second, there is no general training for primary school teachers in various places, and many teachers are not familiar with the Chinese Pinyin Scheme, so they can't grasp the difficulties and key points of Pinyin teaching. Third, the content of the textbook is demanding, complete and systematic, and the teaching requirements are too high for teachers and students to adapt. Fourth, there is little experience in pinyin teaching, and teachers don't understand the editing intention of teaching materials very well, so they can't control the teaching materials. In a word, most teachers are passive.
Therefore, relevant units, especially comrades from People's Education Publishing House, have made extensive investigations and studies on the teaching of Chinese Pinyin. On this basis, the arrangement method of Chinese pinyin teaching materials has been greatly improved.
The second stage is a stage in which the teaching of Chinese Pinyin has been reformed and some achievements have been made.
In May, 1963, the Central Ministry of Education promulgated the Chinese Teaching Outline for Full-time Primary Schools (Draft), which clearly defined the purpose of Chinese Pinyin teaching. The outline points out that the purpose of Chinese Pinyin teaching is to assist literacy and learn Mandarin. According to the provisions of the syllabus, People's Education Publishing House rewrote the Chinese Pinyin textbook for primary schools, and made great adjustments and improvements. The characteristics are as follows: (1) First-year students only learn initials, finals, tones and pinyin methods. Capital letters, alphabets, sound insulation symbols, etc., are scattered in future textbooks. (2) using flexible methods to avoid the rules of using the first and second y w. Y w is regarded as the teaching of initials, and it is inconvenient to remember the whole spelling by spelling them with finals. (3) For syllables with intermediate sound, the method of combining vowels with sound is adopted, and 13 long vowels are taught less. (4)iou uei uen directly teaches the spelling of iu ui un and initials.
The above improvement is successful, and its advantages are as follows: (1) The purpose of pinyin teaching is clear, and the teaching requirements are reduced, which are limited to assisting literacy, pronunciation and learning Mandarin. (2) Teaching focuses on teaching letters and pinyin methods, and temporarily unnecessary pinyin knowledge, such as capital letters, alphabets, sound insulation symbols, is put in future middle schools, which highlights the teaching focus and reduces the difficulty. (3) The spelling rules (except for the two rules of j q x and é spelling é and é saving writing é) are modified, which simplifies the teaching content. (4) The arrangement of alphabetical order is close to the scheme, which is convenient for students to master the rules of pronunciation.
The improvement of Chinese Pinyin textbooks has been welcomed by teachers, which has made the teaching of Chinese Pinyin a step forward. Most schools in the city think that the improvement of Chinese Pinyin textbooks is scientific, simple and much easier to teach, and ordinary schools can finish teaching in four to five weeks.
However, teachers in dialect areas and vast rural and remote areas still feel that the content is complicated and the teaching time is long. According to statistics, 28 of the 4 primary schools in Erling, Danyang, Jiangsu Province do not teach Pinyin.
The reasons for this situation are as follows: First, under the current situation, the leaders of the education department, teaching and research personnel and teachers generally did not focus on teaching research, which caused some teachers, especially rural teachers, to have difficulty in teaching. Second, the improved pinyin textbook still has many shortcomings, such as more content and longer teaching time. If you adopt the method of sound-mediated vowels, you can learn 13 vowels with compound nasal sounds less, but you need to memorize the syllables of sound-mediated vowels and learn to use dozens of syllables composed of them and vowels more.
The third stage is a special stage, in which the teaching of Chinese Pinyin is cancelled and gradually resumed. Before 1972, the teaching of various subjects was at a standstill, and there were no classes in schools. Even after classes are resumed, slogans and slogans are used as teaching materials, and it is impossible to learn Chinese Pinyin. In the autumn of 1972, under the leadership of the then Ministry of Education, the relevant personnel of People's Education Publishing House organized five provinces and cities, namely Beijing, Tianjin, Liaoning, Hebei and Shanxi, to compile Chinese textbooks for primary schools in collaboration. The content of Chinese Pinyin teaching is arranged in the textbook of grade one. The textbook follows the improved part of the Chinese Pinyin textbook of People's Education Society in 1963, and further improves the method of phonetic combination of vowels. For syllables with initial consonants, the triple-spelling method is adopted. The teaching of Chinese Pinyin has been attached great importance by teachers, and the improvement points have been well reflected. This set of teaching materials is used by more than ten provinces and cities besides the five provinces and cities that participated in the compilation.
In p>1973, the relevant units experimented with the teaching of "Basic Chinese Pinyin" in some schools. As the name implies, the basic formula is to teach the contents of the Program in two steps. The first step (grade one) is to teach the most basic content stipulated in the Plan (not to teach spelling rules); The second step (grade two) is to teach spelling rules. The advantages of basic teaching are as follows: (1) The content of the first step is simplified, and students are easy to accept without touching complicated spelling rules. (2) The early appearance of pure pinyin sentences and Chinese characters in textbooks can arouse students' interest in learning. (3) The text is in the form of Pinyin with Chinese characters, which solves the difficulties that junior textbooks are not easy to compile and the text is short and shallow. The disadvantages are as follows: (1) About 67 syllables learned in the first step are not standardized, and they can only be corrected after learning spelling rules in the second grade. Students have been used to it very much in a year, and it is not easy to accept it if they change it to another way, and it is preconceived and easy to be confused. (2) The syllables learned in the first grade are different from the prescribed forms. At this stage, students can't read phonetic books and can't effectively consolidate pinyin. (3) Chinese characters appear prematurely, which distracts the attention of learning Chinese Pinyin. (4) Chinese characters with Pinyin can't be read into sentences by students who don't learn Pinyin well; It is not conducive to the cultivation of reading ability.
The "basic formula" is a two-step teaching method that was absorbed from the Pinyin textbook of People's Education Society from 1958 to 1962. The starting point is good, which is to disperse the difficulties and reduce the learning burden of students. However, the experiment proves that it is difficult to spell with nonstandard syllables in the second grade. The second grade is the golden stage of learning Chinese characters. At this stage, if students still spend part of their energy learning spelling rules and correcting irregular syllables, it will inevitably affect the cultivation of literacy and reading ability.
The fourth stage is a period of steady progress and outstanding achievements in Chinese Pinyin. The Gang of Four was smashed in 1976. Under the care of Comrade Deng Xiaoping, in July 1977, the Central Ministry of Education organized outstanding teachers and textbook compilers from all over the country to compile the national syllabus and textbooks for primary and secondary schools. In February, 1978, the "Chinese Teaching Outline for Full-time Ten-year Primary Schools (Trial Draft)" was promulgated, and the requirement for Chinese Pinyin teaching was: "Learn Chinese Pinyin to help literacy and learn Mandarin." The content of pinyin teaching is also defined in the requirements of each grade. That is, the most basic content of learning Chinese pinyin in grade one, so as to be able to read and learn Mandarin with the help of pinyin; In the second grade, I studied Chinese phonetic alphabet and capital letters.
According to the requirements of the syllabus, the comrades who compiled the teaching materials made a special investigation on the teaching of Chinese Pinyin, made a serious study, summed up the experience and lessons of Chinese Pinyin teaching in the past 2 years, and designed a more practical writing scheme.
The first Chinese textbook for primary schools, which was tried out in China in p>1978, has the following characteristics: (1) The content is simplified. The first step is to focus on teaching initials, finals, tones and pinyin methods in 15 lessons to spell syllables. The second step is to review and consolidate to achieve proficiency in spelling. (2) adopt flexible methods to teach spelling rules such as the use of y w and the ellipsis of ioueiuen. (3)j q x and U spell the rules of saving writing on the two points in the process of learning syllables. (4) The syllables with initial consonants adopt the triple-spelling method to reduce the learning of 13 compound vowels. (5) The combination of initials, finals and whole syllables. For example, when learning z c s zh ch sh r, at the same time, learn to read the syllable zicisi Shi Chi Shiri as a whole; When teaching the vowel ie üe in ing, at the same time, learn the whole syllables of ye yue yin ying. Thereby reducing the steps, making it difficult and easy to remember. (6) Adopting the method of vowel with tone, overcoming the phonetic method of counting from the beginning with four tones, and accelerating the ability to master syllables. (7) In order to help pronounce the sounds of letters, remember the shapes of letters, and learn pinyin methods, for example, "A" draws a little girl with pigtails and asks the doctor to check her throat. The little girl opened her mouth and pronounced "A". The shape of the little girl's head with short pigtails was similar to that of A.. Another example is the illustration of "an" in Tiananmen Square. Students look at the pictures and say the sound of the word "an", so they learn the sound of "An". When teaching pinyin methods, I drew two children pushing letter cards, indicating that initials and finals can become syllables when put together. (8) After concentrating on learning the most basic content, turn to the stage of "Pinyin Literacy" as soon as possible, and while learning Chinese characters, read syllable words that express the meaning of words to help understand the meaning of words and consolidate Pinyin. If you learn the word "month", the following syllable word is yuè liang. Learn the word "mouth" and use the syllable "shù kǒu" to explain the picture and the meaning of the word.
to sum up, the pinyin part of the new general textbook not only simplifies the content, designs novel pictures, strengthens the vividness and intuition of letters, but also makes it easy to explain in simple terms, which conforms to children's cognitive rules and is an ideal pinyin textbook. The Teaching Method of Chinese Textbooks for Primary Schools (1981 edition) compiled by Nanjing Xiaozhuang Normal School wrote: "The newly compiled first-grade Chinese pinyin textbook is the simplest one ever. It adopts a new scheme and includes 16 lessons, including review, focusing on teaching the most basic contents such as initials, finals, tones and pinyin methods." The Chinese Teaching Method for Primary Schools (1979 edition) compiled by Hunan No.1 Normal School has made such an evaluation of the Chinese Pinyin textbook: "This is a reasonable arrangement in which the content is simpler and the class hours are more appropriate since the teaching of Chinese Pinyin began in 1958. The textbook skillfully and enlighteningly designs pinyin illustrations, which can arouse students' interest in learning. It is extremely beneficial for students to master correct pronunciation and distinguish letter forms. " "On the basis of summing up the past teaching practice, the newly compiled Chinese Pinyin textbook has carried out new reforms, streamlined the content, embodied the spirit of being quick, good and economical, strengthened the visualization of Pinyin teaching, and conformed to the law that children know things. It is an ideal Pinyin textbook."
From the teaching practice, urban township primary schools find it not difficult. Most teachers can finish the teaching task within four weeks, and some experienced teachers can finish it in two to three weeks. Rural primary schools have eliminated concerns about pinyin teaching. Dialect areas have formed the atmosphere of learning and using Mandarin by using Chinese Pinyin.
The pinyin part of the general textbook has not been greatly changed since 1978. In some areas or schools, this set of pinyin textbooks has been used to train students' ability to call syllables directly, and the effect is also good. In a word, people pay more and more attention to the teaching of Chinese Pinyin, and the quality of Chinese Pinyin teaching is constantly improving.
The fifth stage is the stage of extensive application of Chinese Pinyin. In 1982, the teaching experiment of "Phonetic Literacy, Reading and Writing in Advance" was first conducted in Heilongjiang Province, which expanded the role of Chinese Pinyin teaching. It was not only a tool to help literacy and learn Mandarin, but also used Chinese Pinyin to help reading and writing.
Pinyin of "Zhu Ti" experiment
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