Comparative Study On Qian Liqun And Wen Rumin'S Thoughts Of Middle-Schools Chinese Education

The reform of Chinese education and teaching in middle schools has not only attracted the attention of front-line teachers in middle schools,but also attracted the deep concern of Chinese teachers in Colleges and universities.They have devoted themselves to the study of Chinese education and teaching in middle schools.Professors Qian Liqun and Wen Rumin of Peking University can be regarded as representatives of them.Qian Liqun and Wen Rumin have formed their own unique teaching ideas of Chinese education in middle schools in the process of actively participating in the teaching practice of Chinese education in middle schools and continuing research on Chinese education and teaching in middle schools.Their thoughts on Chinese education and teaching in middle schools are both related and different.Comparing them carefully and thoroughly will have a lot of inspiration and guidance for the current practice of Chinese education and teaching in middle schools.At the core of middle school Chinese education thought,Qian Liqun emphasized that contemporary Chinese teaching should be centered on "building up people",teachers should pay attention to the cultivation of students humanistic spirit in the process of teaching,while Wen Rumin put forward the concept of "humanistic education".Obviously,both of them have fundamental consistency and attach importance to the shaping of students' personality spirit.However,the subtle differences between the two are also obvious.Qian Liqun advocated that Chinese education should be centered on "building up people",so he permeated humanistic spirit into all aspects of teaching practice,thus forming a textbook view characterized by "humanism and openness",cultivating a student view with "freedom of thought,independent personality",returning to the classical reading teaching view and insisting on the writing view of discovery and dialogue.Wen Rumin emphasizes not only the cultivation of students' humanistic spirit,but also the instrumentality of Chinese.For this reason,he adheres to the principle of "upholding integrity and innovation" in the compilation of textbooks,aiming at giving consideration to the unity of humanism and instrumentality.He also advocates the teaching concept of "mass reading",the combination of reading and writing,and the teaching concept of reading and writing promoted by reading.Therefore,bycomparison,Qian Liqun's Chinese education thought in middle school is more ideal,while Wen Rumin's Chinese education thought in middle school is more practical and operable.The similarities and differences between Qian Liqun's and Wen Rumin's Chinese education and teaching thoughts in middle schools stem from their academic interest,inheritance,identity and role orientation.On the one hand,they are all well-known scholars of contemporary and contemporary Chinese literature specialty,which determines that their middle school Chinese education and teaching thought must emphasize the cultivation of humanistic spirit.On the other hand,Qian Liqun is a faithful inheritor and practitioner of Lu Xun's spirit,and he also pays attention to and participates in the teaching of Chinese education in middle schools by his personal behavior.Therefore,Qian Liqun's personal ideal of Chinese education and teaching in middle schools is stronger.Wen Rumin,as a participant in the formulation of middle school Chinese curriculum standards and compiler of middle school Chinese textbooks,makes his identity have a certain official color.In his way of thinking and behavior,he will consider the needs of the society and the requirements of the majority of middle school students more.Therefore,his middle school Chinese education and teaching ideas will embody more practical characteristics and will be easy to reconcile in the specific implementation process.Combination of reality.In any case,Qian Liqun and Wen Rumin's middle school Chinese education and teaching ideas have certain guiding and enlightening significance to the current middle school Chinese education and teaching practice.Middle school front-line teachers should apply their education and teaching ideas to concrete practice in order to truly promote the reform and development of middle school Chinese education and teaching..