Chinese? [yǔén]

Title of the subject

This entry is polysemous, with a total of 4 meanings

Language is the abbreviation of language, language and literature, and language and culture. Languages include both spoken and written language. Spoken language is casual and straightforward, while written language is precise and grammatical. Literature includes Chinese and foreign literature, ancient and modern, etc. The articles in the language include not only literary and artistic essays (literature, opera, etc.), but also many practical essays (applied essays).

The word "language" in language classes was originally a combination of Chinese (vernacular Chinese, i.e. language style) and national language (文言文). It is generally considered to be a comprehensive department of language and culture. Language and articles, simple collectives of linguistic knowledge and cultural knowledge, etc., are inseparable from it. It is a general term for listening, reading, writing, editing and other language skills and knowledge, as well as cultural knowledge. It is also possible that language is a combination of spoken and written language and speech, and is the sum of the speech activity process of the language work formed by the laws of language and the application of language rules.

Chinese is a key teaching subject in the basic education curriculum system, and its teaching content is language and culture, and its operation form is also language and culture. Language proficiency is the foundation for learning other disciplines and sciences, and it is also an important humanities and social science, a tool for people to exchange ideas with each other, etc. It has the unified characteristics of instrumentality and humanism. Chinese language is also a major subject in schools and other educational institutions in China, and Chinese Chinese textbooks generally teach the common Chinese language (i.e., Chinese).

Chinese is a general term for the study of language and writing from the perspective of literature, which generally includes philology, exegesis, phonology, collation, etc. Due to the abundance of ancient literature, special writing, and developed language, Chinese in a broad sense should also include linguistics, that is, linguistics and philology, but because linguistics is a major category in the international academic disciplines, philology is subordinate to linguistics and has become a branch of linguistics.

Chinese name

Chinese

Foreign name

LanguageandLiterature(LangLit)

ability

Listening, reading, writing, translating, editing, etc

knowledge

Knowledge of language and culture and literature

quality

Humanities and Social Sciences

fast

navigation

Explanation of terms

Linguistic History

Pedagogical purpose

Characteristics of the discipline

Learning attitude

Chinese grammar

Learning Methods:

Teaching status

Ancient Literature Education

Origin of the name

The etymology of "language" is "language and writing", and the abbreviation of "language and writing" as "language" appeared in the 80s of the 19th century, and was first used by Zhang Zhidong, a great Confucian in the late Qing Dynasty. In 1905, after abolishing the imperial examination system, the Qing Dynasty began to open new schools. The first subject of Chinese literature was still taught the ancient Chinese of the past dynasties, so it was called the "national language" course at that time. After the outbreak of the May Fourth Movement, the vernacular language was advocated and the classical Chinese language was opposed, and the national language class was affected, so the learning was changed to "Chinese". The textbooks have distinct colloquial characteristics, and the selection of vernacular passages or children's rhymes and stories is used. Secondary schools still offer Chinese language classes. In the twenties and thirties of the twentieth century, Wei Bingxin, Cheng Qibao, Ye Shengtao, Zhu Ziqing, Xia Yazun and others used the word "language" extensively. After the liberation of the whole country, Mr. Ye Shengtao and others once again proposed to merge "Chinese" and "national language" into one and change the name to "language". This suggestion was adopted by the education authorities of the North China government, and then promoted to the whole country, and since then, "Chinese" has become the common name of the mother tongue curriculum in secondary schools.

Explanation of terms

Languages have different meanings in different disciplines.

In the phrase "language and writing", language is in a narrow sense, specifically speaking. The essence of language is language in a broad sense.

Chinese is the abbreviation of language and writing or language and literature, and it is also a general term for listening, reading, writing, editing and other language and writing abilities and knowledge, as well as cultural knowledge.

Chinese [1] is a teaching subject in the basic education curriculum system, and its teaching content is language culture, and its operation form is also language culture.

Language [1] is also an abbreviation of oral language and written language.

Language is also an abbreviation for language or language and literature.

The word "language" in language means "oneself and others" (in layman's terms, it is the language you use when speaking), and "wen" means "words" and "written speech". The meaning of the word "language" together is for oneself and for others.

?

Chinese

Science and disciplines have no borders, and some disciplines have regional and national characteristics. The language of the Chinese region of Chinese mainland specifically refers to Chinese language, which is an important discipline that uses modern Chinese as the form of expression, selects excellent and classic works in the literary library, and uses it to enrich students' emotions, cultivate sentiments, and stimulate and enhance students' thinking ability to inherit a basic platform for human civilization.

Languages such as English are also a form of language, and ethnic minority areas in China also learn ethnic languages.

In Taiwan Province of China, the Chinese language is called "Guowen" or "Paddle Chinese".

Special circumstances

Each ethnic group generally has its own language (some have only a language but no written language, and several ethnic groups use a single language).

Language Definitions

Language is a general term for the ability to listen, read, write, and translate the written and written language, as well as language knowledge and cultural knowledge. The first is the ability to listen, read, write, and translate the written language, that is, the ability to use written and spoken language; The first is the knowledge of memorizing and understanding language and culture, that is, linguistics and cultural studies. Any language belongs to the category of language, literary and practical literature are all genres of articles in language, not only referring to literary things but also language.

The word "language" was added to the dictionary relatively late, in 1951. However, "Cihai" and "Ciyuan" have not been included in the annotations. The Modern Chinese Dictionary explains that "'language and writing' also refers to 'the abbreviation of language and literature'". The Xinhua Dictionary notes that "'language and literature', also referring to 'language and literature' or 'language and literature'". Since these reference books do not use "language" as a subject name to solve the problem, they can hardly do a good job in "language education problems". Is the interpretation scientific? It's a different story. After a great deal of investigation and analysis, I have come to the conclusion that the original meaning of the word "language" should not be "what and what", but only "ancient and modern Chinese written language works" and "articles".

The modern and contemporary editions of the textbooks of "History of Chinese Literature" are indispensable for the word "script". What is a "script"? Chinese teachers, mainly from the Chinese department, probably know that the "script" is "the manuscript used by people in the old times when they sing". The old Chinese language used to be "not elegant". The Ming and Qing dynasties were "eight-strand texts". I don't know when the language on the "script" was called "vernacular", and the articles on the "script" and the articles with the same language style as the "script" had the name of "style text", and they were on an equal footing with "classical Chinese". Contemporary Chinese all write "language style", and those who no longer care about it have broken the shackles. I have checked the history of the decline of the Wenwen family, and its dominance was taken away by the Lingwen after the Opium War, and it was the result of hundreds of years of bad luck. Kang Youwei and Liang Qichao, who took the lead in the rebellion, carried out a "New Cultural and Sports Movement", followed by a group of proletarians engaged in the "'May Fourth' Cultural Movement", and then later, the throne of classical Chinese was crumbling in the "Great Discussion on the Popularization of Literature and Art" in the Kuomintang-ruled areas in the mid-to-late thirties, and finally collapsed in the "Yan'an Literary and Artistic Rectification Movement" in the 40s. Before the People's Republic of China, "language" was a "joint abbreviation" of "ancient and modern Chinese written language works"—"language style" and "classical Chinese"—and was a noun term, a common concept that could extract the image of "article". (Quoted from "Chen Jinhai: Interpreting "Language")

Linguistic History

In ancient China, there was no word "language", and the word "language" did not appear until modern times. Who first used the word "language"? Dr. Wang Benhua (Director of the Middle School Language Office of the People's Education Publishing House, Editor, Vice President of the Chinese Language Association) wrote an article in 2012 ("Lesser: Where does the word "language" come from? "Ye Shengtao is the founder of the word 'language', and Chen Jinhai, a teacher of Jiangxi True Language, pointed out that there are serious errors in this text, which cannot withstand scrutiny[2]?, and it is inappropriate in Chinese linguistics and Chinese curriculum theory. In 2013, Zhang Yi's Sixty Years of "Language" History (1887-1950) sorted out the changes of the word "language" from the perspective of the history of the development of language education, analyzed the sources of various interpretations of "language" from the perspective of academic theory, and restored the original meaning of "language", that is, "language (oral language) and written language (written language)".

"Chinese" was produced at the end of the 19th century, and was first used by Zhang Zhidong in 1887, which was already a common word before the liberation, but it was used as the name of the course of using the common Chinese language and writing relatively late. In 1905, after abolishing the imperial examination system, the Qing Dynasty began to open new schools. At that time, the curriculum and teaching materials were all imported from the West, and only one subject, called "national language", was taught. After the outbreak of the May Fourth Movement, the vernacular language was advocated and the classical Chinese language was opposed, and the Chinese language course was affected, so the learning was changed to "Chinese", and the teaching materials had distinct oral characteristics, and the selection of vernacular short texts or children's songs and stories were all used. Chinese language classes are still set up in middle schools, and the proportion of vernacular literature has also increased significantly, and the works of new literary writers such as Lu Xun, Ye Shengtao, and Bingxin are selected. In the late 30s of the 20th century, Ye Shengtao and Xia Yazun jointly put forward the concept of "language" and tried to compile new Chinese textbooks, but unfortunately they were forced to terminate due to Japan's invasion of China. After the liberation of the country, Mr. Ye Shengtao once again proposed to merge "Chinese" and "national language" into one and change the name to "language". This suggestion was adopted by the Ministry of Education of the People's Government of North China, and then promoted to the whole country, and since then, "Chinese" has become a major subject in secondary schools and even expanded to other countries. [2]

In old China, language was a simplified term for ancient and modern written language works—linguistic and classical Chinese. Nowadays, language is the name of the subject. Language is also a term for measuring humanistic quality, which refers to the comprehensive level of the quality of the internal speech mechanism and the external language technical ability. In 1932, Shanghai Dajiang Bookstore published and printed Mr. Chen Wangdao's rhetorical masterpiece "Rhetoric Fa Fan" by Mr. Chen Wangdao of Fudan University, which used a lot of the word "language"! Shadow Chinese", "Language Separation", "Language Integration", "Language Normal Relations", "Language Improvement", "Language Style", "Perfect Language", etc. What do these "languages" mean by the great professors? A careful reading of the whole book of "Rhetoric Fa Fan" shows that "language" is derived from the written language of the spoken language, "wen" is the written language derived from the literary language (the words of literary ornamentation), the colloquial paddle words that have not formed the text, and the "wen" that has formed the text. Mr. Chen Wangdao spent pen and ink on what he wanted was that "'words' and 'words' are words that need to be revised." In 1948, Wei Jiangong clearly pointed out that Chinese teaching is "the teaching of Chinese language tools in basic education" in "The Evolution of the Spirit and Training Methods of Chinese and Chinese Language Education".

With the birth of the People's Republic of China in 1949, political, economic, cultural, educational and other aspects have embarked on a new path of development. At this time, Mr. Ye Shengtao, then director of the Textbook Editing and Examination Committee of the North China People's Government, proposed the new concept of "language". In August 1949, when Ye Lao presided over the drafting of the "Chinese Curriculum Standards" and the "Chinese Curriculum Standards for Secondary Schools", "Chinese" was used as the subject name for the first time, which was used to replace the "Chinese language" in the school and secondary schools at that time. In 1950, when the Editorial and Examination Bureau of the General Administration of Publication of the People's Republic of China compiled and published the middle school textbooks for unified use throughout the country, they were uniformly named "Chinese", and made the following statement in the "Editorial Idea" of the junior high school Chinese textbooks (there are roughly the same statements in the textbooks): What comes out is the language, what is written is the article, and the article is based on the language, and the "language" and "text" are inseparable. Chinese teaching should include four items: listening, speaking, reading, and writing, which are referred to as "listening, reading, and writing". Therefore, this set of textbooks no longer uses the old name of "national language" or "Chinese", but is renamed "Chinese textbook". In addition to the intention of synthesizing "Chinese language" and "national language" to no longer refer to the partiality, there are other reasons why "national language" and "Chinese language" were changed to "language": First, for political reasons of changing dynasties, "guo" is easy to remind people of the Kuomintang, so "national currency", "parliament", "Chinese", "national music", "national art", "national army" and so on are not allowed to continue to be used. Second, classical Chinese is no longer spoken, so there is no longer a difference between the "national language" in middle school and the "Chinese" learned, and the two are combined. Third, the cultural trend of the late 40s was in the frenzied misunderstanding of abolishing Chinese characters as a national policy and pursuing the unification of the world's written languages. On August 1, 1950, with the promulgation of the Order of the Ministry of Education of the People's Republic of China on the Issuance of the Provisional Teaching Plan for Secondary Schools (Draft) and the Provisional School Calendar for Secondary Schools (Draft), a brand-new subject name - Chinese was officially put into use. Except for March 19, 1956 and March 8, 1958, when the language was divided into two subjects, Chinese language and literature, with an interval of two years, has been used for more than 60 years.

?

Ye Shengtao

In his letter to Yourao, Mr. Ye Shengtao traced the origin of "language": the word "language" was first used in 1949 when the Textbook Editing and Examination Committee of the North China People's Government selected middle school textbooks. Previously, the middle school was called "Mandarin", and the school was called "Chinese", which was unified. At that time, the meaning of the same people was that the oral was "language", the written word was "text", and the text was in the language, which could not be biased, so it was conspiratorial. It is also advisable to pay equal attention to "listening", "reading" and "writing" in this subject, and the recitation of textbooks and the practice of composition are fixed as a matter of reading and writing, and neglecting to listen and not paying attention to training will also reduce the effectiveness of reading and writing. If the original intention is so, I hereby acknowledge and hereby advise. Later, some people interpreted it as "language" and "writing", and some people interpreted it as "language" and "literature", but none of them were the original meaning of the name. Although Mr. Ye Shengtao has this point, it has not been widely recognized by the academic community, and the phenomenon of separate interpretations of "language" has continued to this day. In order to get out of the quagmire of "less, slow, and poor" in language education, it is necessary to seek truth from facts and think rationally, and to stop boiling, and it is necessary to make a scientific dialectic of the concept of "language", and it is also necessary to sum up the most fundamental experience of success, rise to theory, and reach a consensus, so as to thoroughly clarify the basic theory of language discipline. With the guidance of scientific theories, practice will not stagnate, so "language" must be explained. It should be pointed out that since 1950, when the name of the Chinese common language and writing application course was established, there have been constant doubts. In 1952, Li Kefei raised objections to the naming of "language" in "Explanation of "Language", Gao Chu in "On the Name of "Language", and Jiang Zhongmin in "Questioning "Language". Since the 90s of last century, many well-known professors such as Pan Yong of Zhejiang Normal University, Wang Songquan of Shaoxing College of Arts and Sciences, Wang Wenyan of Henan Normal University, Ma Zhiqiang of Jiangsu Wuxi City Vocational College, and many other well-known professors such as Li Xigui, Wang Li, Zhang Yi, Bi Tangshu, Deng Weice, Li Jun, Ma Deqing, Gong Rengui, Chen Xinmin, and other middle school language research experts have asked for the name to be re-discussed and asked that the name of the Chinese common language application course be changed to "Chinese" or "Chinese" and "Chinese". [3]

?

Cover of the Chinese grammar discussion

Pedagogical purpose

Chinese is a basic discipline in the humanities education science of New Chinese, which takes exemplary ancient and modern written language works as the teaching medium, enlightens and develops students' intelligence as the fundamental purpose, and assimilates the modern written language communication norms and the common humanistic psychology of the Chinese nation as the task.

General Category: Science; Categories: Humanities; Subcategory: Humanities, Educational Sciences; Genus: A basic discipline in Chinese humanities education science. It is sufficient to distinguish it from other disciplines of the same genus, such as politics and history, and also comprehensively and truly reflects the essential attributes of this discipline. After testing, the logical rules of symbol definition do not have the problems of "wide", "narrow", "repeated", "circular", "negative", "ambiguous", "metaphor" and so on. is the "scientific definition".

The purpose of language teaching is threefold:

(1) Use exemplary ancient and modern written language works as the teaching medium. Using exemplary ancient and modern written language works as the teaching medium is the principle requirement of the laws of educational science and psychological science for the language discipline. Typical material selection, the times, political tendencies. Otherwise, it will be impossible to implement the formality, tendency, advancement, and efficiency of education.

(2) The fundamental purpose is to enlighten and develop students' intelligence. Enlightenment and development of intelligence is the fundamental purpose of the language discipline. Psychological research has long proven, and philosophy, logic, aesthetics, and cultural studies have also recognized that "words" are the material prerequisites for the human brain to carry out thinking activities.

(3) The task is to assimilate the norms of modern written language communication and the common humanistic psychology of the Chinese nation in modernization. Chinese education, from "the middle and bottom of the population" to "the intellectual", input and solidify "words" into the human brain, and input "concepts, procedures and patterns for capturing and creating words", which has made the earliest, largest, most critical and most likely contribution to enlightening and developing the intelligence of the education object

Subject-related books

The New Language Curriculum Standards clearly state that "language is the most important communication tool and an important part of human culture. The unity of instrumental and humanistic is the basic feature of the Chinese curriculum. [5]?” In the exploration and practice of Chinese curriculum reform, Chinese teachers are seeking an effective classroom teaching mode, hoping to improve the efficiency of classroom teaching and say goodbye to "high consumption and low efficiency". In the value teaching of the value of Chinese classroom teaching, it is necessary not only to internalize the explicit goal of language knowledge and ability into the students' own needs, but also to infiltrate the implicit goals such as process, method, emotional attitude and values into the practical activities to improve learning efficiency, so as to become students' own perception, so that the instrumental and humanistic nature of language can be integrated into the integration of language. This kind of Chinese classroom teaching has real value. [2]

Instrumentality

"Instrumentality" focuses on the practical function of Chinese courses in cultivating students' language use ability and the practical characteristics of the curriculum. Instrumentality as the basic nature of language: First, language is a tool for thinking. Mr. Ye Shengtao believes: "Language is the spoken language, and the text is the written language. When spoken and written language are linked, it is called language.

In fact, Chinese classes are to learn language through words, that is, to learn language through texts and some exemplary works of Chinese language, rather than learning words, words, sentences, chapters, and other knowledge in isolation. Chinese teachers guide students to listen and read and write training, that is, to guide students to turn hazy thoughts into clear thoughts, and unclear language into organized language.

Secondly, language is a tool of communication. Man is the sum total of all social relations, and it is impossible for everyone living in society to exist independently. Language is an indispensable tool for communication and communication between people. The increase in the speed and breadth of the spread of modern information technology has made people's communication more convenient and faster, and the communicative function of language has reached a new height. The process of language learning is the process of acquiring language and standardizing language.

Thirdly, for other disciplines, language is fundamental and instrumental. Among all disciplines, Chinese is a basic subject, and only when a person has a certain amount of language knowledge, a certain amount of language accumulation, and a mastery of the necessary grammatical knowledge can a person have the conditions to study other subjects. Because the textbooks of all disciplines are inseparable from language and writing, it is necessary to rely on language to convey and express information and establish a connection with students, and only after students understand the content of the textbooks through language knowledge can it be possible to internalize the information and form a relevant knowledge system in the brain with the help of language. "If you want to do a good job, you must first sharpen your tools. [6]?” Chinese is not only the foundation for learning other subjects, but also an essential tool for learning other subjects. [2]

Humanism

"Humanities" focuses on the cultural function of Chinese courses in cultivating students' thoughts and feelings, and the characteristics of humanities in the curriculum. The humanistic nature of the Chinese curriculum emphasizes the process of Chinese learning, which not only allows students to achieve self-growth, but also stimulates students' creativity and vitality. Teacher Yu Yi believes that the connotation of humanistic spirit should include knowledge, affection, and meaning, mainly referring to personality, affection, will, character, and mental quality. Specifically, in terms of Chinese curriculum, humanism means: 1. The cultivation of students' humanistic spirit should be taken as the value orientation of the curriculum objectives, and the objectives of the Chinese curriculum should be formulated and the integration and use of Chinese curriculum resources should be selected; 2. The humanistic care of teachers should be highlighted in the Chinese curriculum, so that students can be influenced by truth, goodness and beauty, and their own unique experience should be protected and respected. 3. Teachers will pay more attention to the development of students' emotional attitudes and values while paying attention to the development of students' Chinese knowledge and ability, pay attention to the influence and edification of humanistic care and language education, and realize the unity of humanism and instrumentality. [2]

unity

The Language Curriculum Standards clearly stipulate that language is the most important communication tool and an important part of human culture. The unity of instrumental and humanistic is the basic feature of Chinese courses. The "instrumentality" of Chinese courses refers to the ability of students to use language tools proficiently and participate in communicative activities smoothly through the learning of Chinese courses. The "humanism" of the Chinese course mainly reflects the care for students' personality, personality and spiritual world, and cultivates students' positive emotions, correct values, outlook on life and noble aesthetic awareness. The instrumentality of language is the foundation and carrier of humanism; Humanism is the sublimation of instrumentality, which makes the instrumentality of language full of vitality and spirituality. Instrumentality and humanism are interrelated and organically unified. Therefore, in Chinese teaching, we should not only cultivate students' reading ability, enrich students' basic knowledge, but also let students understand the humanistic connotations such as thoughts and emotions contained in the textbooks through language and writing. [2]