Zhu Guangqian Literature Education Research

In 1933,Zhu Guangqian returned from abroad to teach at Peking University,where he began his literary education career.He later taught at SiChuan university and WuHan university,and returned to Peking University in 1946.Zhu Guangqian’s college literature education practice and the literary education thought formed on the basis of practice have distinct individual characteristics.He combined his academic research with education work,making the literature education realize the return of aesthetic.This paper mainly studies Zhu Guangqian’s college literature education practice and thought during the republic of China,deeply analyzes the causes behind his literature education thought,and tries to find and summarize the unique value and significance of Zhu Guangqian’s literature education.According to this basic idea,this paper is divided into the following four parts.The first part generalizes the characteristics of Zhu Guangqian’s literary education practice through collecting historical materials.He not only improved his teaching but also deepened his research in the process of teaching practice.The spread and changes of the lecture notes are the best example of the integration of teaching and research.In class,he is knowledgeable and presents the charm of blending and collision of Chinese and western literature through comparison.In poetry class he concentrated on appreciation of works.He created aesthetic experience through recitation,stimulated students’ emotional experience,and guided students to understand the artistic conception in the poem.The second part focuses on Zhu Guangqian’s thoughts of literary education in his practical activities and literary works.He emphasized that university literature education should adhere to the academic process of extensive study before specialized research,and based on this principle,he put forward some suggestions on the curriculum planning of the college of literature.He denied the literary education of mechanically imparting knowledge and paid attention to the spiritual enjoyment in reading and writing.He believed that teachers should let students realize the charm of literature in the process of education,impart correct methods of reading and writing to students,and let students improve their taste and self-restraint in appreciation and creation.His view of study procedure and his view of reading and writing point to the purpose of his literature education,which is to cultivate students’ noble and pure literary interest.The noble and pure literary interest is the core of Zhu Guangqian’sliterary education thought,and the important way to cultivate the interest is to read poetry.The realization of artistic life is the highest ideal of Zhu Guangqian’s literary education thought.The third part deeply explores the reasons behind Zhu Guangqian’s education thought.Zhu Guangqian has received traditional Chinese education and modern western education,and has studied abroad in Europe for eight years.He actively absorbed and internalized Chinese literature and western literature,aesthetics,philosophy,psychology and pedagogy in the process of receiving education,which provided a rich knowledge reserve for his later educational activities.Good teachers and helpful friends became his guide on the road of literature education.The last but most critical reason is that Zhu Guangqian has been adhering to the life attitude of doing positive career with indifferent spirit.The fourth part mainly discusses the value and significance of Zhu Guangqian’s literature education.He always takes a scientific attitude towards national culture and western culture,traditional culture and modern culture.He promotes the theoretical construction of modern literature in literature education by selectively absorbing and internalizing culture.The outstanding characteristic of Zhu Guangqian’s literature education is that it is a kind of education that takes literature as a medium to cultivate students’ aesthetic ability in essence.His educational ideal is to realize the artistic development of life and the all-round and harmonious development of human beings.Last but not least,he was strict with himself and set a good example for teachers of literature.