Wang Aidi’s educational exploration

Everyone is unique. They do the work they like and achieve the career they like in their own way. As an ordinary Chinese teacher, I thought that I was a stupid child since I was a child, so I worked harder, believing that diligence can make up for my stupidity. Although I have been unknown for decades, I dare not forget about my country despite my humble position. While adhering to my favorite Chinese teaching, I am also thinking and exploring the path of Chinese education in our country.

To make up for the hard work of studying with hard work

In 1982, after graduating from junior high school, he was admitted to Anhui Xuancheng Normal School. During my four years at school, there were three things that had the greatest impact on me and laid the foundation for my lifelong teaching and life. First, as a young and frail person, I actually became the middle-distance running champion in the school sports meeting, and I won all four years in one run. On the competition field, I gritted my teeth, worked hard, ran, sprinted, and won the championship. This kind of running experience created perseverance and perseverance and became my inexhaustible spiritual source. Second, my voracious reading made me fall deeply in love with Chinese. From Xiao Jun's four-volume "History of the Spring and Autumn Period of Wu and Yue" to Tagore's "Crescent Moon Collection" and "Flying Birds Collection" to "Zhimo's Poems", from the pre-Qin scholars, "Three Hundred Poems", "Li Sao" to Sima Qian's " "Historical Records" to the historical biographies and poems of the Han Dynasty, from Wei and Jin Dynasties to Jian'an style, from Tang poetry, Song poetry and Yuan music to legendary scripts, and even Ming and Qing novels, I read them quietly one by one, copying them while reading, and also Write notes or thoughts on one side. The vast and profound treasure house of literature, especially Chinese classical literature, amazes me and constantly shocks my young mind. The greedy absorption of literature cleansed me, infiltrated me, and nourished me. It improved my ability to understand language and characters, and led me to run wildly in Chinese teaching in the future. The third is to persist in learning English. If you master more languages, you will learn more about the culture carried by this language and be exposed to a new way of language expression and thinking. If I still have some advantage in foreign languages, it should be due to my uninterrupted English learning. During the normal school period, I insisted on self-study. After I decided to take the postgraduate entrance examination and study, I continued to increase my efforts in foreign language learning, from "Xu Guozhang English" to "New Concept English", as well as "College English" (Volume 1-8), "Graduate English", etc. Read through carefully. Learning English also made me understand: learning a language well does not necessarily rely on memorizing isolated words; a lot of reading practice is much more effective than simply doing test questions.

I have not wasted my four years in normal school. The experience of long-distance running has built up my belief that I will not give up easily; my love for literature has added bright colors to my life; the experience of learning English has raised my platform and allowed me to reflect on our mother tongue from another level. Teaching opens another window for Chinese language education in my country.

After graduating from the normal school in 1986, I became a middle school Chinese teacher. In 1992, I was transferred to the Primary School Affiliated to Anhui Normal University. During the seventh curriculum reform, my literary accumulation began to slowly be released. Participated in teaching seminars, took open classes, wrote educational reform papers and won first prizes in Wuhu City many times, and wrote a summary report on the six-year Chinese curriculum reform in primary schools in the city. At that time, "Chinese New Garden", edited by Cai Qingcheng, opened a column for me "Explore the Wonders of the Poetry Garden", and I wrote many articles on appreciation of ancient poetry, such as "Numbers in Classical Poetry", "The most valuable thing about poetry is authenticity——" "Recalling Shandong Brothers on September 9th" and "Appreciation of Brisk Rhythm and Heroic Momentum - Reading Li Bai's "Early Departure from Baidi City"", etc., almost all the ancient poems in primary school textbooks have been "appreciated" " again. In conjunction with text teaching, I arranged students to recite ancient poems step by step and accumulate classical culture. This approach was praised by some parents who are university professors.

From the time I graduated from the normal school to the summer of 1998, I have been a Chinese teacher for 13 years. I am quite comfortable in teaching. I can write some articles in addition to teaching with ease. During this period, I deeply felt that teaching Chinese is a very happy thing.

You have to sit on the bench for ten years

Traditional Chinese teaching, teachers’ preaching and teaching, and the classic feeling on the podium are facing the challenges of the era of educational transformation and social transformation. From continuing to study and teach foreigners to learn Chinese to participating in the eighth curriculum reform, I am trying hard to change my concept of Chinese education and learn Chinese with foreign students and middle school students in the special zone as an organizer, guide and sharer. .

In 1998, I was admitted to the Chinese Department of Nanjing University to study for a full-time master’s degree. The three years at NTU have been an important journey in my life. During the three years, my main tasks were reading, attending classes, and teaching (I was employed as a part-time teacher of Chinese as a foreign language at the School of Overseas Education of Nanjing University).

On the one hand, I took a large number of majors and my favorite cultural courses, and the credits I obtained were nearly twice as many as the required credits; I also listened to lectures by experts, such as Mo Lifeng of classical literature, American scholar Fairbank, etc., which increased my knowledge; and I continued to read. Linguistics and language teaching theory books, such as "Cognitive Methods of Language Learning" (English original) by Skehan of Oxford University, UK, "On Language" by Sapir and Bloomfield, and "Course of General Linguistics" by Saussure ", Comenius's "The Great Pedagogy", etc., as well as the collections of domestic linguistics and Chinese educationists such as Lu Shuxiang, Zhu Dexi, Ye Shengtao, Tao Xingzhi, etc., to continuously improve their linguistic theoretical level and cultural accomplishment; On the other hand, teaching Chinese to foreign students has given me many useful revelations, allowing me to step out of the circle of teaching Chinese as my mother tongue and reflect on past Chinese teaching from the perspective of second language acquisition. The language exchange and cultural collision with international students improved my English level, broadened my horizons, updated my thinking, opened up a new perspective on problem thinking, and gradually formed a multicultural awareness, which has never been achieved in the past 13 years of Chinese teaching. valuable gains.

In July 2001, I came to Shenzhen from Nanjing and became a junior high school Chinese teacher at the Nanshan Affiliated School of Beijing Normal University in Shenzhen. I was lucky to encounter the eighth curriculum reform. From junior high school to high school, I was lucky Participate in the entire process. Even more fortunately, I met Teacher Tang Jianxin, a teaching and research fellow who regarded Chinese teaching and research as my lover. From then on, I began my unknown but joyful practice of curriculum reform. Nanshan District is one of the 38 first batch of curriculum reform experimental areas in the country. At curriculum reform training meetings, it is common to meet celebrities and listen to expert lectures. While other teachers were still immersed in the panic of the impending storm, we who were ahead had already started staggering more calmly.

At the beginning of the curriculum reform, although everyone was confused, I insisted on putting the cultivation of students' reading and writing skills first. While firmly guarding the two major positions of reading and writing, I led students to carry out Comprehensive learning activities, using the three-line promotion method of reading and writing, practice my junior high school Chinese curriculum reform experiment. First of all, based on "comprehensive learning", we carry out Chinese practice activities to cultivate students' interest in Chinese and improve their ability to practice Chinese. I practiced all the 36 comprehensive learning activities in the junior high school textbook published by the People's Education Press, designed lesson plans, and explored teaching ideas. In January 2002, "The Grand Stage of Opera" was presented at the first national Chinese curriculum reform training meeting and was a success. At the invitation of the editor-in-chief of "Chinese Language Construction", the teaching records were published in the 8th issue of 2002, and accepted by professors Fu Daochun and Jiang Ping. interview to express my views on the comprehensive Chinese learning section (see the article "Curriculum Setting and Value Orientation of Comprehensive Chinese Learning", "China Basic Education" 2004.4). Shortly thereafter, the People's Education Press recorded and published the lesson. In addition, I have offered more than ten open classes at all levels, and my class examples such as "Talking About Eternal Romantic Figures", "Songs for Mother" and "Telling of Rain" have been widely welcomed. Secondly, students are required to read carefully, read more, read good books, list books for them, read texts, read classics, read best-sellers, and set reading time. Third, students are required to do two tasks: one is to write reading notes and develop the habit of not reading without writing and ink; the other is to write essays, diaries, articles related to the text, imitation, amplification, abbreviation, Rewrite, write my thoughts after reading, and write about my own life and thoughts. My requirement is to "turn all moments into eternity." In the three years of junior high school, most students have written as many as 200 essays, covering more than 100,000 words. On the eve of junior high school graduation, students are guided to organize their Chinese language growth bags and review their growth trajectories. These words have become very precious materials in the students' life journey.

In September 2004, he became a high school Chinese teacher. Based on the junior high school curriculum reform experiment, he continued the practice of the first batch of high school Chinese curriculum reform in the country. During this period, my teaching case "Kuang Chaoren of "The Scholars"" teaching design "Kuang Chaoren, who is extremely literate and embodies the sorrow and ugliness of scholars" was included in the high school Chinese elective course "<Chinese Novels" published by the People's Education Press Appreciation & GT;Teacher's Teaching Book", the teaching lesson example "Zhu Zhiwu retreats from the Qin Master" was recorded and published by the People's Education Press as a required training material for the new course.

In more than ten years of curriculum reform teaching, I have worked hard to practice the language acquisition theory I have mastered: on the one hand, language and thinking come together, and the generation of language depends on the agility of thinking; On the other hand, through a large amount of language input to increase language output, insist on reading to promote writing, improve Chinese practice ability through comprehensive learning activities, and implement the Chinese education concept that I understand.

The curriculum reform makes me think, it promotes my growth, and it makes me like to think about Chinese learning issues.

However, is the exploration that I and my Chinese colleagues have made ideal Chinese teaching? Why is it that while the classroom is lively and the students' interest has increased, there are still many practical problems that have not been solved, and the implementation and improvement of Chinese literacy are still difficult to achieve results? Does our new curriculum fundamentally find the right path for Chinese education in terms of roles, concepts, and forms? How should Chinese education go? This series of questions kept lingering in my mind, tapping into my unwillingness to be lonely after having only been teaching for about twenty years.

External research continues

Participating in the curriculum reform practice, although I have had some thoughts and achieved some teaching and scientific research results, I am not willing to accept the status quo and use my foreign language advantages to Thanks to the Shenzhen Teacher Training Program and the convenient conditions for my students to study abroad and constantly communicate with me, I opened a window and opened my eyes to see the world and see how foreign colleagues teach Chinese.

From 2004 to the present, I have sorted out Chinese language education in the United States, the United Kingdom, and even Hong Kong, Macao and Taiwan, and looked at its teaching components such as classroom teaching, homework, test evaluation, teaching guidance, and use of teaching materials to explore its It is an inspiration to Chinese language education in my country, a valuable reference for Chinese language education that emerged from agricultural civilization, and a valuable reference for contemporary Chinese language education in my country.

In 2004, as a student of the Shenzhen Municipal Education Bureau’s HaiPei program, I had the honor to go to Concordia University in California, USA, for study and inspection. From the moment I landed at Los Angeles International Airport and set foot on American soil, I looked at the United States with my eyes wide open from the perspective of a Chinese language teacher. During the training, I listened to American teachers teach, inspected primary and secondary education, went into the university library, read American language textbooks, greedily collected American language education materials, and observed and thought about practical issues in American language education and teaching. After returning to China, he completed a series of 17 research papers and published them in core Chinese journals (6 of which were fully accepted by the Book and Newspaper Information Center of Renmin University of China, 12 of which were included in the full-text database of the Renmin University Copy Material Series, and 3 of which were accepted by the American Academy of Social Sciences of the Chinese Academy of Social Sciences). Thematic Research Institute has entered thesis database), and wrote and published the monograph "American Language Education". This study mainly displays all objects, all contents and all stages of education involved in mother tongue education in the United States, including national and state curriculum standards, textbooks, teachers' books, workbooks, homework, and extracurricular readings. , test papers, etc. The content introduced involves spelling, word recognition, vocabulary, grammar, reading, writing, literature, evaluation, etc. The academic period involves the 12 years of basic education. The whole book introduces the overall appearance of American Chinese education from different levels in a relatively objective and detailed manner. "American Language Education" was rated as "Top 100 Books that Influenced Teachers in 2009" by China Education News and many other media, and won the second prize of the fifth outstanding teaching and scientific research achievement award of the Chinese Education Society. The series of research results on American language education won the first prize of Shenzhen’s first education and teaching outstanding scientific research achievements and the first Shenzhen Nanshan District Education Reform and Innovation Award.

The United States is an immigrant country with only two hundred years of history but a large number of ethnic groups. Their Chinese language education closely adheres to curriculum standards, pays attention to norms and practicality, emphasizes critical thinking training, and relies on strong economic and scientific research strength. Support, use standardized tests to control the quality of school education, and ensure that no child is left behind is worthy of our reflection and reference.

In contrast, the UK has a long historical and cultural tradition. Their Chinese language education attaches great importance to reading classics, inheriting national culture, and adheres to the mother tongue curriculum to focus on training students’ reading, writing, listening and speaking skills; it focuses on cultivating The gentlemanly temperament and aristocratic spirit regard Shakespeare as a banner of British culture. For example, the British education community has been exploring and debating for a hundred years on a series of issues such as who teaches Shakespeare in schools, when to teach it, what to teach, how to teach it, and how to test it. Finally, in 1988, "Teaching Shakespeare" was introduced. It was written into the national curriculum and stipulated that "everyone must read Shakespeare", and Shakespeare became the only compulsory writer in the Chinese language examination. This attitude of attaching importance to classic traditions, adhering to the educational concept of reading and writing skills as the core, and emphasizing the cultivation of listening and speaking skills, has a positive and inspiring significance for our Chinese education. My "Shakespeare: A Unique Landscape in English Language Courses" and "What and How to Teach Shakespeare in English Language Courses?" ", "British College Entrance Examination Writing Test Questions and Analysis of Their Characteristics" and other papers focus on exploring these issues.

In view of Shenzhen’s geographical advantage of being adjacent to Hong Kong and Macao, I also sorted out the Chinese education materials in Hong Kong, Macao and Taiwan, and published "The Similarities and Differences of Chinese Teaching in the Four Places on the Cross-Strait from the "Same Language and Different Religions"" and "From Listening and Listening" "Training to see the characteristics of Hong Kong language teaching" and other papers. Hong Kong, Macao and Taiwan have absorbed Western education for many years without separating the traditional culture of the Chinese nation. This educational model that absorbs and precipitates Chinese and Western educational concepts has a positive and enlightening effect on our integration into the world's educational trends.

It seems that there are miracles in ordinary things, but success is both easy and difficult. Looking back on my 25 years of teaching, I have grown from an ordinary teacher who loves Chinese to a Chinese person who likes to ponder and study. I am dedicated and willing to endure hardships and explore the confusing path of Chinese education that may not have the ultimate standard answer. Use teaching practice and research results to make a modest contribution to Chinese language education in our country.

Although humble, I always look forward to allowing more Chinese people to see how American teachers teach Chinese, how British teachers stick to the foundation of Chinese education, and how teachers from Hong Kong, Macao and Taiwan work in the industrial and commercial society without going abroad. China adheres to the fine traditions of Chinese culture; we always look forward to more Chinese language scholars being able to absorb the rich nutrition of Chinese language education in Europe, America and abroad for their own use, and go further and better on the road to Chinese language education!