Yangzhou Middle School (1902-1949) Chinese Language Curriculum And Teaching Research

The period from the end of the Qing Dynasty to the founding of New China is important to the development of the Chinese curriculum and Chinese teaching. In this period, the Chinese curriculum and Chinese teaching were making progress with difficulty. In collecting of the materials related of Chinese curriculum and Chinese teaching (1902-1949), I found that there are few scholars specializing in the Chinese curriculum and Chinese teaching of a particular school, the research of the Chinese curriculum and Chinese teaching based on Yangzhou Middle School was less. School education can intuitively reflect the situation of the implementation of the Chinese curriculum and teaching. Yangzhou Middle School as a prestigious school with a hundred years of history, in terms of Chinese curriculum and Chinese teaching, it not only can reflect the situation of the development of Chinese curriculum and teaching at that time, but also has its own characteristics, so I chose the Yangzhou Middle School Chinese curriculum and Chinese teaching (1902-1949) as the research object.According to the historical data(1902-1949) of Yangzhou Middle School, Yangzhou Middle School can be divided into the following four periods, early opening of school period (1902-1913), Fifth normal school and Eighth middle school period(1913-1927), ten years development period (1927-1937) and In the flames of war period (1937-1949), In the meantime, as a result of the hard exploration of countless teachers, it has achieved fruitful results in the Chinese curriculum and Chinese teaching.For the Chinese curriculum, Yangzhou Middle School has many innovative practices. For example, during ten years development period, In order to make the curriculum goal, the school not only set the overall goal, but has specific objectives for different grades. In terms of setting curriculum,the period of Eighth Middle School, the school took measures of combining main articles, skimming articles and further reading articles; ten years development period, the school not only pay attention to the teaching of model essay, but also to enhance the ability to read the whole books; For writing courses, Yangzhou Middle School always attached importance of writing notes; In order to adapt to the development of the times, Yangzhou Middle School also arranged a calligraphy courses, elective courses, and so on. And what's more, for Chinese composition, the school not only has strict selection criteria and procedures, but also for the students of different grades, list of books for reading.As for Chinese teaching, in the reading instruction, "explanation method" was popular during the early opening of school, then, to the Early Republic, Influenced by the consciousness of "student oriented", the school began to pay attention to the students' subjectivity. In the teaching of writing, the school not only made specific requirements from the aspects of content and form, and clearly listed the way of the topic. In the face of teaching evaluation, the school emphasized flexibility test, and compared with test scores, it usually emphasized on the students' performance at ordinary times.Even half a century has passed away, a lot of practice of Yangzhou Middle School is still worth learning in the field of Chinese curriculum and Chinese teaching. For curriculum objectives, we should aim at cultivating students'ability to use the language of our country; In the arrangement of the curriculum, we can try to promote implementations of "add a whole book reading lesson"', "slightly reduce the number of composition to implement notes"; In reading teaching, We should think of ways how to get the students to think preview before class. In the teaching of writing, we need to enrich the composition test and use a reasonable view to students' writing. On the evaluation of Chinese teaching, we must adjust the mentality, and treat the Chinese examination correctly.