Zhang Zhigong’s “One-Stop Chinese Curriculum Reform Scheme” Study

Zhang Zhigong is well-known as a great master in Chinese educational circles in contemporary China. He is an integration of a linguist, Chinese educator and editorial specialist. Together with Lv Shuxiang and Ye Shengtao, they are known as “Three Masters” in Chinese educational circles. For more than half a century, Zhang Zhigong has appreciated ancient times, observed the present world, preceded indefatigably on the way to Chinese education reform and run out of the energy throughout his life for this. Through the long-term exploration of the traditional Chinese education and deep thinking of Chinese reality, he has not only pointed out the direction of the Chinese education reform, but also further formulated the Chinese education reform scheme. His philosophy of Chinese education reform has linked the traditional Chinese education with modern Chinese education and connected the past, present and future of the Chinese education with positive reference value for the present Chinese education reform.The paper is composed of five chapters:The first chapter is introduction part. It mainly introduces the research object,research background, research contents and methods of this paper. First of all, define the concept of “one-stop Chinese curriculum reform scheme”, and this paper regards Zhang Zhigong’s “one-stop Chinese curriculum reform scheme”(namely, a series of papers of Some Preliminary Ideas on the Reform of Chinese Classes, Chinese Textbooks and Chinese Teaching) as the research object and focus and makes a more comprehensive in-depth discussion of Zhang Zhigong’s view on Chinese teaching reform.Chapter two expounds Zhang Zhigong’s Chinese education practice and educational ideology. The author thinks that Zhang Zhigong’s studying, Zhang Zhigong’s experience engaged in Chinese education practice and his thoughts of Chinese education, which have laid a solid foundation for the formation of his view of Chinese teaching reform. Therefore, this chapter discusses the content of the above.Chapter three discusses the process of Zhang Zhigong diagnosing the “etiology”of Chinese education to giving a prescription to “the cause of disease” of Chineseeducation. This chapter is divided into two parts: part one is Zhang Zhigong’s analysis and research into the problems of philology issue(also diagnosing the cause of disease); part two takes Some Preliminary Ideas on the Reform of Chinese Classes,Chinese Textbooks and Chinese Teaching as the center, makes a deep analysis into“one-stop Chinese curriculum reform scheme” and summarizes Zhang Zhigong’s Chinese teaching reform view from three aspects, respectively, the objective of the reform, the content view of the reform and reform principles(also giving a prescription).Chapter four discusses the characteristics and enlightenment of Zhang Zhigong’s Chinese education reformation scheme and some issues for attention. Firstly, it makes a brief comparison between Zhang Zhigong’s ‘one-step’ reformation scheme and Li Lianfang’s reformation scheme of Chinese teaching in primary schools. According to the analysis, Zhang Zhigong’s Chinese education reformation scheme has an advantage over its characteristics and values, namely overall planning, comprehensive reformation, balance between reformation and inheritance and bold innovation.However, with the rapid development of society, Zhang Zhigong’s scheme is also found to be defective in the adherence to current education reformation and development requirements due to some outdated opinions. Therefore, this thesis will put forward several suggestions in the end.The fifth chapter is the conclusion. This chapter is to summarize and conclude on the whole. This article describes the deficiencies of the study and future research can be extended in this paper.