Knowledge Of Classical History Of High School Teaching And Research Since The Fifties Of The Twentieth Century

Classical Chinese teaching is an indispensable part for Chinese teaching insecondary school. Its general goal is to be able to make students understand simpleclassical Chinese. Achieving this goal must be based on mastering the knowledge ofthe pronunciation, vocabulary, function words, ancient culture, ancient phrase,stylistic features. However, it is hard to grasp the number of classical Chineseknowledge, because of the limited learning time and others. So what classicalChinese knowledge to learn, how much knowledge of classical Chinese science, andwhich level Classical knowledge to learn to reach are important for the analysis ofthese issues. On the one hand, for which classical knowledge should learn, how tolearn, and learning to what extent, the researchers of Chinese language study,textbook compilers, classroom teachers made a lot of exploration activities, but theydid not get much experience and well groomed. On the other hand, the positionchanges of classical knowledge teaching associated with classical language teachingin secondary school is also an important influence. Therefore, since the1950s, thetrajectory of teaching classical knowledge becomes extremely important insecondary school.In this paper, it mainly apply literature research and method of comparativeanalysis from the overall look, according to the six elements of classical Chineseknowledge and four core issues of classical Chinese knowledge teaching, it wasdivided into different stages. Six elements refer to: the status of classical Chineseteaching, the focus of classical Chinese teaching, the arrangements of classicalChinese knowledge in textbook, the specific research of classical Chinese knowledgeteaching in middle school, the discussion of the teaching methods of classicalChinese knowledge, the research on the classical Chinese knowledge in teachingpractice. Four core issues refer to: What kind of classical Chinese knowledge toteach, how to teach classical Chinese knowledge, to teach and to what extent, how toteach. In light of the six elements and the four core issues, the teaching since the1950s can be divided into six stages: the first one (1949-1955) the blank of classicalChinese knowledge teaching, the second one (1956-1965) the recovery of classicalChinese knowledge teaching, the third one (1966-1976) non-development of theteaching; the fourth stage (1977-1989) the revival of the teaching, the fifth stage(2001-present) New Era classical knowledge teaching, and the last one (1990-2000)reform of the teaching. Through cleaning up the classical knowledge teaching in different historicalperiods since the1950s, these teachings provide a wealth of experience and lessonslearned for our future. Main experiences are: the importance of teaching classicalknowledge is same with teaching classical Chinese; building complete system ofclassical knowledge teaching; creating a good atmosphere of classical teaching andresearch. Main lessons are: the status of classical knowledge teaching is not high;textbooks choreography is unreasonable; teachers should actively developindependent learning ability. I hope that these experiences and lessons would providereference for classical knowledge and classical Chinese knowledge teaching in futureand research.