Dispute Between Classical Chinese And Vernacular Chinese In Chinese Teaching In Middle Schools

The dispute between classical Chinese and vernacular Chinese in the field of subject teaching(Chinese)refers to how to deal with the relationship between classical Chinese and vernacular in the field of middle school Chinese teaching.This debate involves three aspects: One is the discussion of textbooks,including the selection of content and the layout of the teaching materials in form.Specifically,it is to choose what degree and difficulty of classical Chinese and vernacular Chinese,how much proportion they occupy respectively,and whether the classical Chinese and vernacular Chinese should be arranged separately or together.The second is the discussion about teaching methods,how to allocate time in classical Chinese and vernacular teaching,how to allocate energy,how to teach the humanistic part and how to teach the instrumental part in teaching.The third is the discussion of learning methods,which can be divided into two levels,one is the level of learning,that is,the level of knowing and understanding;the other is the level of imitating creation.Classical Chinese teaching involves ancient culture.It is a context that needs to be understood and appreciated.Vernacular Chinese is a tool of communication that requires the use and creation.The positioning of these two parts is different.For this positioning,the middle school Chinese should be how to teach.This debate has been going on for more than a hundred years since the beginning of the century when Chinese was set up as a separate subject.It has deeply influenced the theory and practice of Chinese teaching in middle schools.Among them,the most profound discussion and the most abundant achievements were the Chinese Monthly in the 1940 s.Chinese Monthly is co-sponsored by the Department of Chinese Language and Literature,normal school of Southwest United University,and is edited by writers and educators such as Zhu Ziqing and Pu Jiangqing.Many university professors,experts in Chinese language education,and first-line teachers of Chinese language are involved.It focuses on the issue of "lower Chinese language level among middle school students" and has formed a series of achievements in the selection of teaching materials,teaching methods,teaching purposes and learning methods.Different from the previous discussion,Chinese Monthly stands in a broader perspective,with a more tolerant attitude to this dispute between classical Chinese and vernacular Chinese,andwe have paid attention to the practical problem of the Chinese language level of middle school students,and tried to improve the Chinese language level of middle school students through empirical methods,which provides us with a very good historical experience for thinking about the relationship between classical Chinese and vernacular Chinese.The dispute between classical Chinese and vernacular Chinese is not only a historical issue but also a practical one;it is both a theoretical issue and a practical issue.Today,how to deal with the relationship between classical Chinese and vernacular Chinese still haunts the teaching of Chinese in middle schools.The shadow of the "decrease of Chinese language skills among middle school students" still does not disappear.The problem of high consumption and inefficiency in Chinese teaching in middle schools still exists,the need to reflect on history,carding the history in theory,and combined with the present,rethink the relationship between classical Chinese and vernacular Chinese.Therefore,this article centered on the Chinese Monthly,sorted out the relevant discussions on the dispute between classical Chinese and vernacular Chinese,and investigated and reflected on the issues of classical Chinese and vernacular Chinese in the current Chinese teaching,and formed the following conclusions.First,in terms of textbooks,textbooks are an example and carrier of Chinese language learning.There is no need to overwhelm with the proportion of Chinese text and vernacular text in textbooks.What should be paid more attention to is how to use the example of textbooks to teach students what to learn.Textbooks can appropriately expand the proportion of classical Chinese texts,which is also in line with the current trend of textbooks,and the study of vernacular Chinese should also be combined with extracurricular reading;second,different teaching methods should be adopted for vernacular Chinese and classical Chinese texts.Whether it is vernacular or classical Chinese,it includes both instrumental and humanistic parts.During the teaching,the teacher 's teaching and the student's learning should be focused,so that the teachers' belongs to the teacher and the students' belongs to the student.The teacher is responsible for the teaching of Chinese knowledge and the cultivation of Chinese language ability.The humanistic part is more handed over to the students for their own experience and feelings.Third,the positioning and mission of the vernacularand classical Chinese are different.The classical Chinese is the inheritance of ancient culture,which is understanding and appreciation our inherent culture is the inheritance of the mother tongue culture in the time dimension;vernacular is the tool of communication,it is the language communication in the space dimension.Based on this,we will then explore the effective way to improve the effectiveness of Chinese teaching middle schools,and answer how to improve the Chinese level of middle school students nowadays.