Chinese Education In Middle School And Modern And Contemporary Literature

In the perspective of cultural studies, the literature is "created" in the process of Social, historical, cultural and knowledge's modernization. In this process, the relation between the literature and the literary education cannot be ignored. Roland Barthes said: "The literature is those things that are "taught" in class." "Literature" is the result of "literary education ". From the view of communication, Chinese education in Middle School is the effective way to communicate literature in the broadest sense. The main components of literary reading group are the people who have received secondary education. In the learning process, the textbooks have the power to "force" every student to read. So we can say that the Chinese textbooks of Middle School impact the most students'understanding and imagination about literature. When a thing can produce a wide range of "consciousness shaping" role, it deserves attention of researchers. Contemporary Chinese Education is a particular stage of the history of Chinese Education, and is also the stage having the most direct impact on the current Chinese education. From the view of literary, it is a part of literature's classical process. What sorts of Classic Literature are constructed by contemporary Chinese textbooks of Middle School? What factors and by what way influences the choice of textbooks? How the construction of Classic Literature participates in the modernity process of Nation-state? From the view of Chinese education, this period of history is undoubtedly most closely to the current Chinese education. A lot of experience and chronic illness are directly derived from this history. Therefore, this study also allows us to find some experience and lessons, and to prepare reference for the new textbooks and Chinese teaching. This thesis focuses on the contemporary Chinese textbooks of Middle School and targets to modern and contemporary literature. The thesis perspectives on how various powers "intertwine" and "contest" in the field of Chinese Education in Middle school.After the founding of new China, People's Education Press is a major Chinese textbook of Middle School publishers. In "Seventeen Years" and from the Cultural Revolution to the early 1980s, it was the only legal textbook publishers. After the mid-1980s, PEP Chinese textbooks are still a large market share. Therefore, this thesis is to PEP Chinese textbooks for the study.The paper is divided into three parts:introduction, text and conclusion.The part of introduction defines the paper, reviews the status of the study, and explains the research perspective, methods and significance.The text is divided into three series:The first series discusses the history of the literary education and the Chinese textbooks. It shows the discourse context for clarifying changes of modern and contemporary Chinese literature resources in the textbooks.In "Seventeen Years", literary education experienced a course from edge to center and then returns to silence. From mainly undertaking the responsibilities of ideological and political education in the early days of our state to separating the teaching of Chinese and literature in 1956, then to raising the tools view in 1963, Chinese education in Middle School was always strongly controlled by Nation-state political discourse. The literary education became a restricted area in the end.After the New Period, with the commencement of ideological liberation movement, the Chinese education and textbooks in Middle School started a new period of change, but the road of literary education was not smooth. Chinese education in Middle School inherited and developed the tools view in 1963. Although this rectifies the educational concept of Cultural Revolution, it severely limits the development of "literary education". Until the late 1990s, the selected text and interpretation were also limited to the level of social and political discourse, which seriously lagged the humanistic discourse in literary/cultural field. In the late 1990s, a great debate about the Chinese education in Middle School broke out. Most of its backbones were from Literature research field, so the debate was an action that literary/culture field competed for discourse right to the Chinese education in Middle School. Since the new century, the Chinese education and textbooks in Middle School entered a period of profound changes. They began to explore to combine Chinese education's tools and humanity, so the status of literary education was improved.The second part studies the modern and contemporary Chinese literature resources in the Chinese textbooks from the whole. The thesis investigates what kind of works for any reason at any time entered the textbooks. In the process, Chinese classical literature and foreign literature are also included in view, and show the textbooks discourse from their relations.The literature in "Seventeen Years" textbooks were chosen through the political crack and were cut and trimmed again and again. In the early days of our state the Chinese textbooks reconstructed literary value system, which revealed a distinct tendency of "thick this thin old" and "abandoning the old and establishing a new". The textbooks selected a lot of articles from newspapers and magazines at the time, whose mainly discourse meaning was patriotism, collectivism and class struggle. They fully implemented the intention of the state power to seek to consolidate political power, maintain stability, and speed up the construction. The selected literatures'quality of textbooks in 1956 was greatly enhanced. Most of them were famous masterpieces which were popular and known as fixed assessment. In the textbooks the leftist literature of three to four decades was selected, and the textbooks initially laid a tradition to select the "Seventeen Years" literature. But it also remains deeply with the political imprint of that era. It completed the responsibility to shape and promote the nation-state ideology through rewriting (even misunderstanding and sheltering) the New Literature. From 1958 to 1962, the Chinese textbooks had become a collection of political readings. Its literariness serious declined and its selecting the Big Leap Forward folk songs was one example.In 1963, the modern and contemporary Chinese literature in the textbooks was relatively rich and classic. Xu Dishan's "Peanuts" and Zhu Ziqing's "Spring", "Lotus Pond in Moonlight" and "green" were first selected to the Chinese textbooks of New China. The thesis takes "Peanuts" for example to seek why the democratic writers could enter the textbooks.Since the New Period, the literatures in the textbooks have gone through a process from the monotonous to the rich, from singly conveying social and political discourse to diversely expressing the humanistic discourse. From 1978 to the late 1990s, the changes of the articles in the textbooks were partial and sporadic. The Chinese textbooks still conveyed the social-political discourse. The "Seventeen Years" literatures in the textbooks were an example. That the textbooks selected the "Seventeen Years" literatures had positive significance before the Great Cultural Revolution. After the New Period, though the dissemination of "Seventeen Years" literatures could bring order out of chaos to some extent, soon their positive significance weakened along with the development of Zeitgeist. In this period not only the textbooks selected a lot of "Seventeen Years" literatures, but also their interpretation System didn't break through the revolutionary political discourse. The teaching methods were rigid. In the new century the textbooks reform strongly and show pluralistic discourses. The textbooks' fundamental position is national discourse and their mainstream discourse is humanistic discourse and elite discourse. In addition the textbooks actively absorb the global discourse and are cautious of the public discourse. In this period the public discourse's impact on the elite discourse is the new focus of conflict In the process of textbook writing. More representative events are two things that Jin Yong's novels entered the teaching materials and "Q version of the Chinese" published. They all express public discourse. But "Q version of the Chinese" lost its discourse right because of thoroughly rebelling the elite discourse, and Jin Yong's novels entered the teaching materials because of their dialoguing with the elite discourse.The third part starts from the cases and studies the power discourse's impact on the textbooks and the discourse strategies used by the textbooks. Intellectuals are a special group in Chinese history and they experienced the complex fate which is closely related to the discourse's changes after the founding of the state. So the cases in this part are about intellectuals.The first chapter analyzes the images' change of the human intellectuals and the scientific intellectuals in the textbooks. We can find that the textbooks use strategies of screening and filtering. In "Seventeen Years" the textbooks sheltered the intellectuals' scientific spirit and humanistic feelings. After the New Period, the scientific intellectuals' images firstly entered the performance center of the textbooks, but the human intellectuals' images changed very slowly. All these are because that the scientific intellectuals are easier to adapt to the stable structure required by the power system than the human intellectuals. In new century the human intellectuals become the key performance targets of the textbooks. Their seeking the truth and freedom, their courage to criticize, their justice and compassion and so on are focused.The second chapter analyzes Lu Xun's image, works and the explanations about his works. The thesis researches the rewriting and misreading strategies of textbooks in the respect of receiving Lu Xun. In "Seventeen Years" there were two keys to rewrite Lu Xun:one was narrowing the distance between Lu Xun and revolution; the other was striving to make Lu Xun and Mao Zedong thought exactly the same. From 1978 to 1990s, the textbooks'rewriting about Lu Xun was limited. His politically weakened, but he was also limited to the "revolutionary" status. In new century the textbooks significantly adjusts Lu Xun's works. The quantity of his works reduces. The humanism of his selected works enhances. The interpretations about his works deep into the level of human theory, more respect for the original intent of Lu Xun and aren't caught by Monism.The third chapter analyzes Sun Li's works in the textbooks. Through it the thesis studies which factors can make the works weaken the control of the textbooks' discourse strategies. By comparing Sun Li with Zhao Shuli and the other writers, we can find one factor is Sun Li's works more fit the national discourse. The second factor is Sun Li's works always maintain a proper distance with the political discourse. Sun Li's works show times by the perspective of human and human nature which makes his works has a wider space of interpretation.The thesis is based on arranging and analyzing the raw materials and mainly uses the methods of the Archaeology of Knowledge and the field theory. The thesis primarily studies the modern and contemporary Chinese literature in the middle school Chinese textbooks from the perspective of Cultural Studies and discourse analysis. The thesis's fundamental purpose is to prompt the textbooks play a more active role in the literature's classical process and the spiritual and aesthetic values of literature fully be realized in the respect of promoting human development in the end.