Research On Chinese Character Literacy Education From 1949 To 1976

Language is the most important communication tool of human beings,but it is easy to be limited by time and space,not easy to preserve and spread.The appearance of words overcomes the limitation of language and makes it possible for language to be preserved.Chinese characters are written symbols to record and spread Chinese,to communicate in written form and to inherit Chinese culture.The emergence of Chinese characters marks our ancestors' farewell to ignorance and entering the era of civilization.As the only official writing in common use in China,Chinese characters have made immortal contributions to the inheritance of Chinese civilization,the cohesion of national strength,and the maintenance of the reunification of the motherland.The importance of Chinese characters is self-evident.As a Chinese,we should learn and use our Chinese characters well.Literacy Textbooks are the basis of learning Chinese characters,and they mainly aim at learning Chinese characters.Therefore,the analysis of Chinese characters through Literacy Textbooks makes the results more scientific and convincing.From 1949 to 1976,the literacy education in New China played an inestimable role in the research of Chinese character literacy education.During this period,adult literacy and children's literacy education have derived many Literacy Textbooks,among which the literacy methods,word amount,word type and word order are of great significance to the current research on Chinese literacy education.In this period,Chinese characters literacy groups mainly include: farmers,cadres,workers and other adults,as well as domestic children.The research object of this paper is Chinese characters in Adult Literacy Textbooks and children literacy textbooks.It mainly includes: the Chinese characters in the farmer literacy textbook,the staff literacy textbook,the cadre staff literacy textbook published by the people's education press,and the Chinese characters in the Literacy Textbooks Published in various places.As well as the Chinese characters in the Chinese textbooks for primary schools,senior primary schools and 12-year Chinese textbooks published by people's education press from 1953 to 1954.This paper first introduces the course of adult literacy movement and children's literacy teaching from 1949 to 1976,and analyzes and compares the literacy teaching methods in various stages.Only the statistical analysis of the research object and data can ensure the accuracy and scientificity of the research object.The purpose of this paper is to make statistics on the numberof Chinese characters in the vocabulary of children's Literacy Textbooks and adults' Literacy Textbooks,and to analyze the use of word quantity,word type and word order in the two kinds of Literacy Textbooks in this period.Therefore,this paper establishes two corpora: the adult literacy textbook Chinese character corpus and the juvenile literacy teaching Chinese character corpus,and obtains the statistical results of word quantity,word type and word order and makes specific analysis.On the basis of statistical analysis,this paper makes an internal comparative analysis of each version of Literacy Textbooks and each version of children's textbooks,and then makes an external comparative analysis of Literacy Textbooks and children's textbooks.This study establishes the corresponding corpus for Chinese characters in Adult Literacy Textbooks and children's literacy textbooks,and analyzes the use of Chinese characters in the two kinds of Literacy Textbooks from multiple angles and all-round aspects,so as to get the characteristics,advantages and disadvantages of the two kinds of Literacy Textbooks in the use of Chinese characters.It can provide the compilation basis and material for the Literacy Textbooks and children's literacy textbooks,and also provide the basis for the future Chinese character education research,so as to have certain reference value for the compilation of literacy textbooks,children's Literacy Textbooks and the cultural inheritance of Chinese characters in the new era.Finally,the author concludes that the experience and Enlightenment of Chinese character literacy education in 1949-1976 to modern Chinese character literacy education are: to innovate and use effective literacy methods;to follow the rules of Chinese characters and the learning rules of literacy groups;to strengthen theoretical research and improve the scientificity of literacy methods;to study literacy teaching methods from a new perspective and inject vitality into traditional literacy teaching methods;to We should make sure that the quantity and quality of words are in line with each other and pay attention to the scientific arrangement of word order;we should carry out periodical literacy with the focus on the literacy in the lower grade;the content of literacy should be based on the reality to solve the needs of the masses;we should strengthen the teaching of writing,so that the teaching of literacy can be complemented with the teaching of writing;we should vigorously train teachers,strengthen the teaching guidance,improve the teaching quality and pay attention to the teaching of Chinese characters.The state should attach importance to the education of Chinese characters.