| The mother tongue is a common homeland of a nation.Based on this,we are able to build ourselves.After more than a hundred years of hardship and rain,the name of the mother tongue curriculum in our country has undergone three major changes.From "Guowen" “Guoyu” to "Yuwen",then "Yuwen” to " Hanyu " and “Wenxue”,it has returned to " Yuwen”.The vacillation in the name of this course not only reflects the direct influence of socio-political and cultural ideological trends in the given period on the mother-tongue curriculum,but also reveals that the understanding of the nature and objectives of the curriculum is ambiguous.The uncertainty of the course content and its structure has caused many confusions in teaching methods.This essay clarifies the evolution path of the Chinese language curriculum framework and territory in the Republic of China,and tries to approach Chinese and recognise language.First of all,to explore the knowledge construction and development of the Chinese language curriculum in the Republic of China from the perspectives of scholars' works,language textbooks,and language curriculum standards;secondly,from the specific Chinese language teaching activities of literacy(writing),reading,writing,and oral education,to revival of Chinese language curriculum knowledge and life penetration;Third,summarizing the knowledge characteristics and the underlying causes of different Chinese language curriculum development stages.For example,in the period of independent studies,the elementary school Chinese language learns from Japanese national language curriculum knowledge,and the “Guowen ” is replaced with the “Guoyu ”constructed after the new national language and the new literature knowledge,and so on.This research mainly starts from the following aspects: First,from the perspective of the concept history,the history of the evolution of Chinese language course names is sorted out to explore the orientation of the nature of the Chinese language curriculum;and then through1898-1919,1920-1929 and 1930-1949 three-phase language courses in the curriculum standards,teaching materials,practice changes and analysis the reasons behind it,analysis of language courses in literacy writing,reading,writing and oral education and other aspects of knowledge Development,and based on this summary of its characteristics,evaluation of its gains and losses;Finally,through the distribution of the Chinese curriculum knowledge system in several major courses,perspectives of curriculum trends and pursuits in different periods,analysis of the impact of primary school language curriculum construction factors,summed up the gains and losses in the spiral development in the accumulation of traditional education experience and understanding of foreign curriculum experience.At the same time,in this study,during the development of the Chinese curriculum,extensive topics such as the private school as a support of the "public power" for the education of the national language,the reform and preservation of the education of the national language,the way out of thedispute between the Spoken language and the Classical Chinese in the national language,the'main mission' and 'concurrent mission' of the national language arguments have been interpreted in the contemporary era.The development of the Chinese curriculum during the period of the Republic of China is a process in which the Chinese and the West meet and the ancient and the present are connected.The formation and development of the Chinese curriculum framework is rooted in the modernization process of Chinese society,the understanding of the Chinese language curriculum,and the cognition of Chinese knowledge in the academic world,and there is a close relationship between Chinese living in a country where people are not changing.By sorting out the development course of Chinese language curriculum construction in primary schools,we can provide valuable reference for us to approach Chinese and examine Chinese language and build a new language as a “bathing” lesson. |
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