Language Education In The 20th Century The Great Debate Research

There have been complaints, appeals and discussions, one after another, for "downgrading of qualities of Chinese teaching", "declining of Chinese language levels of middle school students" and "rescue of our national language" since the May 4th Movement. The debate about Chinese teaching did not cease even after 1949. These include discussions on relationship between literature and philosophic doctrine, composition teaching and standard of a good Chinese class in 1960s, teaching of classical Chinese in 1980s, and Chinese language education at the end of 20th century. The long time spanning, large scale, so many problems brought to be addressed and great significance they may have, cannot but draw wide attention. After the several extensive discussions on the Chinese language education, the nature of Chinese subject get gradually clarified, articles admitted in Chinese textbook more suitable and scientific, Chinese teaching methodology continuously improved and Chinese teaching assessment approaches more reasonable. Through the extensive discussions on the Chinese language education, we are actively reflecting the theoretical inspiration the Chinese subject provides from both internal and external aspects:the extensive discussions are, in their very nature, trials of strength of the two inherent properties-property of tool and property of humanism-of the Chinese subject. With its fundamental position, the Chinese subject lays a foundation of all-round, lifetime development for students. Therefore, we should take the initiative to create an open and innovative Chinese language education surroundings, generate a scientific and human influence in the Chinese language education field and continuously promote reform of Chinese language education...