Where should children's Sinology reading go? The classics of ancient China have always been the focus of traditional cultural education in primary and secondary schools. However, there have been different opinions on how to promote it. In order to further advance traditional cultural education in primary and secondary schools, Zhonghua Book Company invited Professor Sun Liqun from the History Department of Nankai University and some primary school principals and teachers in Beijing for a special discussion. Through the discussion, people gained a clear understanding of the current state of ancient Chinese classic education and how to promote the recitation of classics.
Reading joy from the classics: Professor Sun Liqun believes that the educational method children like most is "telling stories." If the dissemination form of classic education is mainly through stories, children will not find it boring. Society needs innovative and independent talents. The accumulation and sedimentation of classics can make children's minds more open.
Children have their own world. If the classics are broken down into small stories and told to them, primary school students will feel that learning is interesting and joyful. In this process of teaching and entertaining, they can improve their personalities. Classic reading should give children more sunshine and happiness.
Reciting classics should definitely be enjoyable. Children should recite classics without burden, pressure, or taboo. The classics read by primary school students should be screened, and elements such as blind loyalty and filial piety should be excluded.
The role of teachers: Currently, there are few full-time Sinology teachers in primary and secondary schools. There is a significant shortage of teachers for classic recitation. Should all teachers and students read the classics, or should backbone teachers be specially trained? As teachers of classic recitation courses, their own qualities need improvement.
Teachers play the role of guides. They should lead students to recite classics together, explain related words and sentences, and combine them with actual situations to interpret the meaning of classics. Appropriate guidance from teachers in class helps sow the seeds of classics in children's hearts.
Teachers bear the mission of inheriting culture. Leading students to recite classics should be meaningful work and a spontaneous behavior. Education should not be too utilitarian or shallow. Teachers should teach students the right things, help them understand Sinology, and broaden their horizons.
Social auxiliary promotion: Different schools generally have different classic recitation textbooks, and there are also various classic readings available on the market. These different books have different interpretations of the classics. This brings about some issues: how to ensure the correctness of the pronunciation of the classics and the diversity of their interpretation, etc.
If there were a unified textbook, these problems might be solved. Principals and teachers suggest that publishers could compile classic recitation textbooks suitable for today's educational environment instead of simply reprinting the original classics. Sinology textbooks should be graded and layered, considering the acceptance ability of children at different age levels. Textbooks for lower grades should be rich in pictures and text, those for middle grades can have fewer pictures and more text, and higher grades can choose supplementary textbooks with stronger literary and ideological content.
Relevant social sectors can provide relevant teacher training for teachers, such as regularly inviting some Sinology experts and professors to explain to improve teachers' cultivation. At the same time, utilizing community resources to carry out classic recitation activities, establishing a classic recitation grading system, encouraging modern private tutoring education, etc., are all good methods. (Xu Shenyi)
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