The Thought Of "Wen Xin" Chinese Education And Its Contemporary Enlightenment

Wenxin is a novel cooperated by Xia Mianzun and Ye Shengtao and was published by Kaiming Bookshop in 1934. It vividly narrates the three years of junior school life of a group of middle school students. When describing current affairs and people’s life, it also shows the Chinese educational ideology of Xia Mianzun and Ye Shengtao vividly. From Chinese curriculum to Chinese teaching, from inside-the-class to out-of-the-class, from students’ learning to teachers’professional development, all of them offer us a lot of enlightenments, which are of great reference significance to the current Chinese educational reforms.This paper is divided into five parts. Part one is Introduction and it mainly introduces the reasons of choosing this topic, research significance, research summary, research approaches and the innovative points. Part Two mainly elaborates the historical background of Wenxin, the discipline background and the authors’experiences; also, it introduces the basic content of Wenxin and compares it with the contemporary works, aiming to explore similar Chinese educational ideology worthy of reference and defining differences so as to highlight the unique value of Wenxin in modern Chinese educational history. Part Three explains the Chinese educational ideology permeated in Wenxin, which includes Chinese curriculum ideology, Chinese teaching ideology, Chinese learning ideology and teachers’ development ideology. Among them, Chinese curriculum ideology is expounded from three aspects, which are the goals of Chinese, the choosing standard of Chinese textbook, the exploration and utilization of Chinese learning resources; Chinese teaching ideology is set forth from four aspects, which are the teaching of literacy and writing, reading, writing as well as listening and speaking; Chinese learning ideology emphasizes the explanation of Chinese learning method; while Xia Mianzun and Ye Shengtao’s teachers’development ideology in Wenxin is studied from the following aspects:teachers’living conditions, teachers’ qualities and the relationship between teachers and students. Part Four mainly discusses the enlightenments of Wenxin on contemporary Chinese curriculum and teaching reform; also, it combines the current teaching practice and proposes approaches and strategies worthy of reference. Firstly, it should strengthen the relation between Chinese education and life and explore colorful curriculum resources in life fully such as school resources, natural resources, family resources and society resources; also, it should pay attention to the cultivation of students’ listening, speaking, reading and writing. Besides, it should optimize teaching methods reasonably, learn to use heuristics for induction and use appropriate silence to endow students sufficient autonomy; in the meantime, it should endeavor to establish cooperative teacher-student relation comprehensively. Then, it should instruct students to form good learning habits, especially reading and writing habits so as to improve learning efficiency. Lastly, Chinese teachers should also strengthen their self-education; they should love reading and strengthen self-reflection in teaching practice and strive to be happy teaching researchers. Part Five is the summary and it makes a summary and conclusion of the content and value of Wenxin.