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History of Chinese in China
History of China: The word "China people" did not exist in ancient China until modern times.

Dr. Wang Benhua (Director, Editor, and Vice President of Chinese Language Society, People's Education Publishing House) gave a speech on 20 12 (Little known: Where did the word "Chinese" come from? Ye Shengtao is the founder of the word "Chinese". Teacher Chen Jinhai, a real Chinese teacher in Jiangxi Province, pointed out that this article has serious mistakes and can't stand scrutiny. It is inappropriate in China linguistics and China's curriculum theory.

In 20 13, Zhang Yi's Sixty Years of China History (1887- 1950) combed the evolution of the word "Chinese" from the perspective of China's educational development history, theoretically discriminated the sources of various explanations of "Chinese" and restored its original meaning.

The word "Chinese" came into being at the end of 19 and was first used by Zhang Zhidong in 1887. Before liberation, it was a common word, but it was a late name as a common language course in China.

1905, after the Qing dynasty abolished the imperial examination system, it began to open new schools. At that time, all the courses and textbooks were imported from the west, and only one subject was called "Chinese", which was to teach ancient Chinese.

In the late 1930s, Ye Shengtao and Xia Mianzun jointly put forward the concept of "Chinese" and tried to compile new Chinese textbooks. Unfortunately, it was terminated because of Japan's invasion of China. After the national liberation, Mr. Ye Shengtao once again proposed that "Mandarin" and "Chinese" should be combined and renamed as "Chinese".

This proposal was adopted by the Ministry of Education of the People's Government of North China and then extended to the whole country. Since then, "Chinese" has become a main course in primary and secondary schools, and even extended to other countries.

In old China, Chinese was the abbreviation of ancient and modern written works-style and classical Chinese. Nowadays, Chinese is the name of a subject. Chinese is also a term to measure humanistic quality, which refers to the comprehensive level of people's internal speech mechanism quality and external speech technical ability.

A close reading of The Origin of Rhetoric shows that "language" is a written language derived from spoken language, and "text" is a written language derived from classical Chinese (words modified by literature). Spoken language without words is called "words", and what constitutes words is "text". Mr. Chen Wangdao spent a lot of time trying to say that "words" and "literary words" are words that need to be revised.

From 65438 to 0949, People's Republic of China (PRC) was born, and all aspects of politics, economy, culture and education embarked on a new development path. Chinese education closely related to superstructure is also facing the need of innovation and development. At this time, Mr. Ye Shengtao, then the director of the textbook editorial committee of the People's Government of North China, put forward the new concept of "Chinese".

1August, 949, when Ye Lao presided over the drafting of "Chinese Curriculum Standards for Primary Schools" and "Chinese Curriculum Standards for Middle Schools", he used "Chinese" as the subject name for the first time, replacing primary schools and

"Chinese" in middle school. 1950, when compiling and publishing textbooks for primary and secondary schools that are used uniformly throughout the country, the Editorial Bureau of the State Publishing General Administration uniformly named them "Chinese", and made the following explanation in the "Essentials of Editing" of Chinese textbooks for junior high schools (there is a similar expression in primary school textbooks): speaking the language and writing articles. According to language, "language" and "text" are inseparable.

Chinese teaching should include listening, speaking, reading and writing. Therefore, this set of textbooks no longer uses the old name of "Chinese" or "Putonghua", but is called "Chinese textbook".

In addition, the reasons for changing "China people" and "Mandarin" into "China people" are as follows: First, due to the political reasons of regime change, "Guo" is easily associated with the Kuomintang, so "national currency", "Congress", "Mandarin", "national music" and "national army" are no longer allowed to be used.

Second, classical Chinese is no longer spoken, so there is no difference between the "Chinese language" in middle school and the "national language" in primary school, and they are combined into one. Third, the cultural trend of thought in the late 1940s was in a fanatical misunderstanding, that is, abolishing Chinese characters as a national policy and pursuing the unification of world characters.

August 1950, 1 With the promulgation of the writ of "Provisional Teaching Plan for Middle Schools (Draft)" and "Provisional School Calendar for Middle Schools" issued by People's Republic of China (PRC) and the Ministry of Education, a brand-new subject name-Chinese was officially put into use. Except for1March 1956 19 to1March 8, 1958, the language was divided into two subjects, Chinese and literature, which took more than 60 years.

In his letter to a friend, Mr. Ye Shengtao traced the origin of "Chinese": the word "Chinese" was first used in the selection of textbooks for primary and secondary schools by the Textbook Editorial Committee of the People's Government of North China in 1949. In the past, this middle school was called "Chinese" and the primary school was called "Mandarin", even unified.

At that time, the same person thought that spoken language was "language", written language was "writing", and writing in language could not be biased, so it became one. We should also see that this subject should pay equal attention to listening, speaking, reading and writing. Reciting textbooks and practicing writing are solid things to read and write. If you ignore listening and speaking and pay attention to training, the effect of reading and writing will also be damaged.

I am pleased to inform you that this is the original intention. Later, some people interpreted it as "language" and "writing", while others interpreted it as "language" and "literature", which was not the original intention of the name. Although Mr. Ye Shengtao said so, it has not been generally recognized by the academic circles, and the phenomenon of "China" has continued to this day.

Let China education out of the quagmire of "less delay and poor fees", we should seek truth from facts and think rationally. We must make a scientific and dialectical analysis of the concept of "Chinese", and we also need to sum up the most fundamental experience of success, upgrade it into a theory, and gain a * * * understanding, so as to thoroughly clarify the basic theory of Chinese subject. With scientific theoretical guidance, practice will not stagnate.

Since the 1990s, many well-known professors such as Pan Yong from Zhejiang Normal University, Wang Songquan from Shaoxing University of Arts and Sciences, Wang Wenyan from Henan Normal University, Ma Zhiqiang from Wuxi City Vocational College in Jiangsu Province, and experts in Chinese studies in primary and secondary schools such as Li Xigui, Wang Li, Zhang Yi, Bi Tangshu, Deng Weice, Li Jun, Ma Deqing and Chen Xinmin have asked to discuss this name again.

It is required to change the name of "A Course for the Use of Common Languages and Characters in China" to "Mandarin" or "Chinese" or "Mandarin".

Extended data:

The current situation in China:

Language is the most important communication tool and information carrier for human beings and an important part of human culture. The use of language, including listening, speaking, reading, writing and literary activities in life, work and study, exists in all fields of human life.

In today's world, the trend of economic globalization is increasing, modern science and information technology are developing rapidly, and new media are constantly appearing, which brings great changes to social language life, inherits the excellent traditional culture of the Chinese nation, and also brings new challenges to language use norms.

The progress of the times requires people to have broad vision, open mind and innovative thinking, which puts higher demands on people's ability to use language and choose culture, and also puts forward new topics for the development of Chinese education.

Chinese course is devoted to cultivating students' ability to use language and characters, improving students' comprehensive quality and laying the foundation for learning other courses well. Lay a foundation for students to form a correct world outlook, outlook on life and values, and form a good personality and a sound personality; Lay a foundation for students' all-round development and lifelong development.

Chinese course has irreplaceable advantages in inheriting and carrying forward Chinese excellent culture and revolutionary tradition, enhancing national cultural identity, enhancing national cultural identity, and enhancing national cohesion and creativity. The multiple functions and basic functions of Chinese course determine its important position in nine-year compulsory education.

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