Lecture Hall of Master ｜ Tang Yanjiang and Rong Weidong: The history of reading the entire book and the review of their educational philosophy (4)

Third, the educational philosophy of the entire book reading

The entire book reading of our country mainly refers to the "Four Books and Five Classics" in ancient times. Its educational philosophy is the "orthodox" educational thinking of the "gentleman" education in the feudal era. This is for the ruling class of that era. The characteristics of doctrine, that is, focus on the acquisition of content and "righteousness". The "vernacular novel" reading advocated by Hu Shi and others during the May 4th period was the product of the "vernacular movement" at that time, and there was a "cultural inheritance" function in Zhu Ziqing. The "entire book reading" advocated by Ye Shengtao is mainly inclined to read skills training (especially "" 略 而 "skills) and the cultivation of reading methods and habits. It has the characteristics of typical skillism and formalism. In the 1980s and the new century, the entire book reading of the 1980s and the new century is the demand for Chinese ability training, and on the other hand, it also has the function of "humanistic education", and the current "entire book reading" The function of humanistic education, speculative reading and writing, and curriculum change. In our country, the reading of the entire book mainly refers to the reading of classic literature. On the one hand, it is of course the need for literary aesthetics and appreciation education. On the other hand, it is combined with speculative reading and expression. It has a new era of modern citizen education, humanistic thinking and high -level thinking education.

In the field of western mother tongue education, the "entire book reading" mainly refers to reading classics and philosophy of literature, history, and philosophy. Its core education concept is mainly derived from the "eternal" educational philosophy. The representative of the "eternalism" educational philosophy, Herchins advocated "common humanity", believes that human nature remains unchanged, and the nature and purpose of education are unchanged. Education is to develop people's rationality, training wisdom, improve human nature, cultivate "democratic citizens", and maintain "eternal order". Education should conduct wisdom, morality, and spiritual training for students. Teaching is the process of rational training. The purpose of this training is to make the potential rationality of people be developed to the greatest extent. "Eternalism" emphasizes the use of "eternal discipline" as the core of the course content, advocates reading ancient books, advocates "returning to the ancients", learning to absorb human culture of human culture in the dynasty, cultivates the human spirit, and cultivate moral personality. Edler, a representative of "Eternalism" educational philosophy, in "How to Read a Book", "Good Reading, which is active reading, is not only useful for reading itself, nor is it not just for our work or our work or our work or our work or Career help, can help us maintain vitality and growth "[8], that's what it means. This will strengthen humanist education to some extent, and it may also cause learning content to be separated from reality, exceed the level of cognitive levels of students, and cause problems such as excessive schoolwork.

Historically, the reading of the entire book is the normal state of Chinese education. As for why the reading of the entire book is suddenly valued today, there are many reasons: First, today's advocating core literacy cultivation, focusing on cultivating students' rich humanistic heritage, literary education and cultural heritage needs, such complex, diverse, high -level educational functions , Traditional text selection textbooks are naturally embarrassing; second, the entire book belongs to the real book, which helps to cultivate the real Chinese reading and writing ability required for students' social life; the third is that the entire book has a large amount of information and rich content. Learn reading methods, practice Chinese habits, cultivate high -level thinking and speculative ability to provide sufficient space. In this way, the reading of the entire book seems to be the "return" of traditional Chinese education form, which actually contains the new "demand" of contemporary Chinese education.

Compared with the long -term reading tradition of the long book, a short chapter teaching is much more short. Of course, a single reading and reading books have their own advantages, each with its own teaching functions, and each has its own educational philosophy background. It cannot replace each other. In teaching, we must reasonably allocate "entire book reading" and "single reading" to give play to their different advantages and value functions. Only by being treated with a scientific and reasonable attitude can the entire book reading enters the right track of healthy and sustainable and long -term development.

references:

[1] Curriculum Teaching Materials Research Institute. In the 20th century, Chinese primary and secondary school curriculum standards · Teaching outline compilation: Chinese volume [M]. Beijing: People's Education Press, 2001.

[2] Hu Shi. Hu Shiwen Collection 2: Hu Shicun [M]. Beijing: Peking University Press, 1998.

[3] Hu Shi. Hu Shiwen Collection 3: Hu Shi Started Episodes [M]. Beijing: Peking University Press, 1998.

[4] [5] Gu Huangchu, Li Xingbao. In the early twentieth century, the collection of Chinese language education and educational theory [M]. Chengdu: Sichuan Education Press, 1991.

[6] Ye Shengtao. Ye Shengtao Chinese Education Collection [M]. Beijing: Education Science Press, 2015.

[7] Tang Yijiang, Rong Weidong, Xue Xiangfeng. Research Books Research on Extra Curgee Reading: Perspective of the Implementation Perspective of the Chinese and Middle School Chinese Curriculum Standards [J]. Library magazine, 2020 (5).

[8] Motmer J. Edler, Charles Van Duorun. How to read a book [M]. Hao Mingyi, Zhu Yi, Translation. Beijing: Business Press, 2004.

Author: Tang Yanjiang, Rong Weidong

Source: "Language Teaching Communication • Magazine A"

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