A Study On The Teaching Of The Writing Of The Vernacular In The Middle School In The Republic Of China

The Republic of China is a significantly important period of modern Chineseeducation. And the30s and40s of the last century "the movement of vernacular" and"mandarin unification movement" has changed the carrier of junior high schoolwriting teaching, the vernacular instead of classical Chinese have become the"mainstream" of Chinese teaching and writing teaching. So it is widely believed themodern Chinese education marked by vernacular derives from this period. It is calledthe vernacular writing education laying period and forming period. NowadaysChinese writing teaching has passed nearly hundred years and obtained certainachievements in constant exploration and reformation, But still not get away from thedilemma of the inefficient, of writing teaching. The evaluation put forward by MrZhang Zhigong in the1980s that writing teaching is long-standing problem is quotedby Chinese education researchers, school teachers and students now. We think thepresent existing problems must be related to the standard established early in this field.So this paper will trace back to Chinese writing of modern middle school from theperspective of the most simple education history. Mainly adopts the methods ofliterature analysis to comb and summary the time background and the curriculumstandard (program) in the regulation of Chinese writing teaching of junior high school,as well as the writing teaching idea of Liang Qichao, Ye Shengtao, Wang Senranlanguage educator and teachers’ writing teaching reform experiment, and the period ofthe typical textbooks, try to restore original appearance of junior middle schoolChinese writing teaching, and further analysis the inheritance and developmentbetween the present junior middle school writing teaching with30s and40s of the lastcentury junior middle school Chinese teaching of writing and summed up this periodof writing teaching toward scientific, systematic, practical and pay more attention tostudents’ subjective and the present writing tend to return to the above characteristics,and summed up the revelation of this period of Chinese writing teaching in juniormiddle school writing teaching of the presentin order to find the gain and loss of writing teaching.The paper is divided into five parts:The first part (introduction): A brief overview of the reason and background ofselecting this paper’s topic and the research status at home and abroad. Finallyintroduce the research plan and research methods of the thesis.The second part (chapter one): Analyze the origin of Chinese writing teaching ofjunior high school and the goals and requirements for Chinese writing teachingproposed by the founding fathers of modern Chinese education of junior middleschool from two aspects.One is the history background of the rise of Chinese writingteaching. And another is curriculum (outline) standards for junior high school writingteaching.The third part (chapter2): This part sorts and analyses the literature of writingteaching from Liang Qichao, Ye Shengtao and Wang Senran and summarizes theirwriting ideas based on writing teaching idea of language educators and the practice ofthe front-line teachers. And take the writing teaching reform as an example introducedby Quan Bohua in his book “the Chinese Experimental Teaching Method in JuniorMiddle School” to research the Chinese writing teaching’s status of their time.The fourth part (chapter3): Analyze the scientificity and practicability of thegrammatical system and the grammatical or rhetorical system of the typical textbook“One Hundred and Eight Chinese Lessons”.The fifth part (chapter4): Analysis the inheritance and innovation betweenpresent writing teaching in junior middle school and Chinese writing teaching fromMay4th movement to the thirties of the last century. Finally, make reflection and putforward some suggestions for Chinese writing teaching.