Hu Classical Teaching And Research

Classical Chinese teaching is always the emphasis and difficulty in language teaching, especially after the classical style of writing in the college entrance examination scores change, classical Chinese teaching in high school is particularly important. However, the current situation of classical Chinese teaching is still worrying. In the classical Chinese teaching, one side is the teacher off the reel on the ancient words, there is no paper, teaching dull as ditch water, the other side is the students look pleased with oneself, learning by rote. The theory of classical Chinese teaching rich and embarrassment of the classical Chinese teaching process are like two parallel lines, lie in the classical Chinese teaching. In front of every kind of theory of classical Chinese teaching we became helpless. The majority of Chinese educational workers can not help but ask:classical Chinese teaching us how? With the new curriculum reform, we are more aware of the importance of dialogue with the master, look at the essence of our traditional education thoughts.Hu Shi is a famous educationist, thinker in China, he have a large stock of information, the education of our country also is be obvious to people with the. Exploration of the teaching of classical Chinese, the name of Hu Shi and Zhu Ziqing, Xia Mianzun, Ye Shengtao’s name is closely associated with. In five four the background of the new culture movement, Hu Shi about the teaching of classical Chinese has published a series of high perspicacity. Although Hu Shi did not directly taught middle school Chinese, but he discusses the classical Chinese teaching in middle school, for the classical Chinese teaching under the new course reform, it still has a high research value.This paper attempts to discuss and analyze the status quo of Hu Shi’s classical Chinese teaching thought in the historical background and combined with the new curriculum reform of classical Chinese teaching. The first chapter is the introduction, including literature review, the significance and value, the characteristics of the study etc.. The second chapter probes into the reasons why the Hu Shi classical Chinese teaching ideas, including a few years traditional home education, Dewey’s philosophy of education, the influence of the language reform. The third chapter is an overview of Hu Shi’s Chinese teaching thoughts, including the purpose of classical Chinese teaching view, curriculum view, teaching concept, teaching methods. On the teaching purpose, he advocated that everyone can see the plain of classical Chinese books, everyone can do grammar fluent prose, everyone knows a little chance of studying ancient prose; in the curriculum, he advocated a source, opened a grammar class; in the textbooks, he advocated expanding the amount of reading, sorting out the national cultural heritage; in teaching methods, he advocates that students "self-study","to read a book instead of reading","a question and discussion"; discusses and analyzes the insightful theory of classical Chinese teaching in the fourth chapter, Hu Shi situation combined with the new curriculum reform of classical Chinese teaching, and discusses its reference and guiding significance to the writings in classical style teaching, in order to serve the reform of classical Chinese teaching current. The conclusion part is the full text of the summary, a more objective evaluation of Hu Shi’s writings in classical Chinese teaching thought.