On The Interconnection Mode Of Liang Qichao And Zhu Guangqian's Writing Teaching Theory And Its Contemporary Enlightenment

Writing is the concentrated reflection of Chinese literacy,and writing teaching is the core component of Chinese education.Narrative writing in junior middle school is a transitional link from "writing words" to "argumentation",which contains complex writing skills,which brings many tests to teaching practice.In the teaching of narrative writing in junior middle school,"teaching" and "writing" are two lines of infinite convergence.Sometimes,because of the individuality and closeness of writing,teaching is impossible.The teaching content is hovering in the theme of unit writing,and the students' writing ability has not been brought into play steadily in the ever-changing propositions.Mr.Liang Qichao,known as a statesman,has also made great achievements in the field of composition teaching.His main idea is embodied in his monograph "Composition Teaching Method above Middle School".Based on Mencius' theory that "great craftsmen can teach people rules but not make people skillful",he follows the law of the development of writing ability and derives a discussion on "writing rules".Because of the background and historical origin of the times,the aestheticians Mr.Zhu Guangqian was influenced by Mr.Liang Qichao's thought in his youth.Both of them dominated human creative activities with "life emotion" in their aesthetic thoughts.Writing as human creative activities,Mr.Zhu Guangqian,based on Mencius' theory,inherited and innovated,focusing on micro-analysis of the development of writing ability and individual writing.“ In the analysis of "reason",we will "strip the cocoon" from the writing activities and look for the support behind "reason".Chaper 1 and chapter 2 respectively expound the writing teaching contents of LiangQichao and Zhu Guangqian.Liang Qichao's theory of writing teaching centers on "writing rules",transits from "universal rules" to "narrative writing rules" and from writing methods to teaching methods.While exploring a "scientific way" for writing teaching,Liang Qichao's theory of writing teaching returns to the function of "creating human beings" of articles,combines with the teaching practice of narrative writing in junior high school,and peeps at "teaching rules" from "writing rules";Based on the theory of "Four Borders",the teaching theory divides the stages according to the reality,clarifies the law of ability improvement and the characteristics of development,and confirms the ideal state of "Four Borders" in narrative writing teaching in junior high school.Micro-writing practice,refine the dynamic process of writing,explore the "truth in feeling" of narrative writing,excavate the practical support behind its individuality,and create a new way to solve the teaching problems.Finally,return to the concern of writing for people,and re-examine the status and role of writing teaching in Chinese education.In chapter 3,it analyses the realistic situation of narrative writing teaching in junior high school,combines the actual teaching requirements of the curriculum standard,the practical difficulties of narrative writing teaching curriculum in junior high school,and combines the practical characteristics of teaching subject and learning subject,finds that narrative writing teaching in junior high school needs to be improved urgently,presenting the urgency of its teaching improvement.Thirdly,through the analysis of the theory of writing teaching in the first part,combined with the current situation of narrative writing teaching in junior high school,Liang Qichao and Zhu Guangqian's writing teaching theory are combined to provide new possibilities for teaching.One is to explain thepossibility of the combination of the two theories: from the inheritance and development of their ideological tenet,life emotion,and the "trace" in the human creative activity of "narrative writing",and then to discuss the relationship between the two writing teaching ideas "exterior-interior" in order to present the state of the combination of the two theories from the macro and micro levels in the form of illustrations.Then,put forward the "interconnection mode",and explain its position and composition in depth,analyze its advantages and disadvantages rationally,and discuss the way of its implementation.Firstly,positioning the mode for the exploration of writing teaching and providing a new starting point for narrative writing teaching in junior high school,the center of which is to return the narrative teaching center to the "teaching of techniques","correcting writing concepts" and "paying attention to the law of ability development",which is a basic follow of teaching;secondly,analyzing the composition of the interconnection mode,this paper divides it into three parts: "emotional and rational interconnection","emotional and rational interconnection".Process interconnection and experience interconnection are based on the combination of Liang and Zhu's writing teaching theory and the reality of narrative writing teaching in junior high school.They involve the role transformation in the practical process,the change of writing perspective,the experience sharing of individual practitioners,etc.As the basis of determining teaching content,they are the connection between experience and cognition,writing and teaching,and between students and teachers.At the end of the paragraph,the advantages and disadvantages of the mode are analyzed rationally,the possibility of practice is increased,and the way of dialectical implementation of the interconnection mode iselaborated,so as to take the helm of practice.This paper holds that through the exploration of Liang and Zhu's theory of writing teaching,we can provide a new perspective for narrative writing teaching in junior high school.Liang,Zhu's theory of writing teaching still has reference value and practical significance in current Chinese teaching practice.It has many inspirations for correcting the deviation of writing concept,training and cultivation of writing skills,writing teaching and even Chinese teaching.