"College Entrance Examination and Proposition" in "College Entrance Examination Reform Plan 20 17" is embodied in "Chinese subject": Chinese subject should strengthen the examination of the excellent traditional culture of the Chinese nation, fully embody the foundation of Chinese and its important position as a mother tongue subject, and pay attention to the connection between the examination content and social life practice; Give full play to the important role of Chinese learning in promoting the development of students' logical thinking ability, encourage students to think independently and develop their individuality. The score will increase from 150 to 180.
This "plan" illustrates three problems:
First, the education authorities should face up to the current situation that education in China does not match the actual demand and express their determination and desire to strengthen reform. This is encouraging;
Second, the education authorities tried to change this situation under the guidance of the college entrance examination, which is a realistic choice and shows courage and courage. This is commendable;
Thirdly, the reform of NMET Chinese subject by the education authorities includes both content and form, which provides a clear direction for soliciting opinions. This encourages thinking.
Based on the realistic educational mechanism and social mentality, we can't ignore the college entrance examination, which has a strong attraction to the public and has almost become a grim reality for middle school students to learn. The choice of seeking truth from facts is to combine the thought of Chinese reform in college entrance examination with quality education, understand the inherent law of Chinese in college entrance examination, optimize the work of Chinese proposition, marking papers and preparing for exams in college entrance examination, and make Chinese in college entrance examination an important part of systematic engineering to improve students' Chinese quality and humanistic quality. "College entrance examination reform plan" requires us to make practical and in-depth efforts. I firmly believe that this is the only responsible choice for every worker in China.
Nowadays, many popular methods of preparing for Chinese exams are debatable.
First, the knowledge system. List the Chinese professional knowledge of various systems and categories: grammar and rhetoric, punctuation, classical Chinese words, classical Chinese sentence patterns, literary theory, artistic techniques, expression methods, article genres, writers' works, etc. These are not middle school Chinese, but explanations and combs of language and literary phenomena. The Chinese test questions in the college entrance examination do not test professional terms, and the knowledge involved mainly belongs to the category of language accumulation. The curriculum standard of Chinese in senior high school emphasizes the practicality of Chinese, which also re-emphasizes this tradition. Looking at the current Examination Outline and the reality of examination papers, the direct knowledge factors involved in the Chinese examination questions of the college entrance examination include four levels and eight points:
1. Chinese characters: ① Chinese pronunciation, ② Chinese font;
2. Words: ① synonyms, ② idioms;
3. Classical Chinese: ① Classical Chinese content words, ② Classical Chinese function words;
4. Others: ① Famous sentences and articles, ② Other accumulations.
The above eight points are presented in the form of dynamic application in the exam, and the forms are also different. To put it more bluntly, Chinese knowledge is nothing more than "words".
We don't want the original intention of "strengthening the examination of the excellent traditional culture of the Chinese nation, fully embodying the foundation and important position of Chinese as a mother tongue subject, and paying attention to the connection between the examination content and social life practice" to be alienated into a more complicated knowledge plate; We hope that "Chinese learning can play an important role in promoting students' logical thinking ability, encouraging students to think independently and developing their personality" can be truly implemented.
Second, methods and strategies. Trying to weave a chain of solutions to the problem. Eighteen Styles of Poetry Appreciation, Ten General Strategies of Modern Chinese Reading and Twelve Points of Sentence Breaking in Ancient Chinese, which are full of Chinese professional newspapers, are just a glimpse of the "method chain". This "method chain" dedicated to the implementation of problem-solving routines is divorced from the foundation of Chinese. It is not middle school Chinese, but the smearing and packaging of Chinese and literary phenomena. It is lifeless, stifles the language ability and interest of teachers and students, and cannot "promote the development of students' logical thinking ability" or "encourage students' independent thinking and personality". Attacking or replacing the grasp and perception of language with so-called "methods" that are too subdivided, abandoning the roots and pursuing the end, are all lazy thinking, which is not worth the loss.
Third, the sea tactics. From top to bottom, the voice against the "sea" has a long history, but the "sea" is getting worse. Generally speaking, there are three formal mock exams in each city and county, and there are more than a dozen times when the places cross. Are so many simulation questions good or not? The external examination paper structure and examination form can easily be compared with the college entrance examination questions, but it is hard to say whether the substantive content is consistent. It is true that there are good questions in the simulation questions; But it is not difficult to have some good questions. The hard part is that all the questions are good, and there are no bad questions. Occasionally, bad questions obscure teachers and students' understanding of the essential law of college entrance examination questions. They replaced "diligence in thinking" with a single illusion of "diligence in behavior", which covered up the laziness of thinking and of course stifled the efficiency and effect of preparing for the exam.
Simulation gradually evolved into guessing questions, and commercial fraud also took the opportunity to make waves in the "sea of questions". * Business, concocting products such as "the motif of college entrance examination", "revealing examination questions" and "the tools of college entrance examination", and then gathering the media to deceive and use some experts, scholars, professors, officials and some Chinese teachers in middle schools to conspire to defraud candidates. The fundamental reason is the superstition of the "sea".
All these run counter to the unity of instrumentality, humanity and practicality of middle school Chinese. Let middle school Chinese return to Chinese, but also from the understanding of Chinese and the understanding of college entrance examination.
What is the essential law of college entrance examination Chinese?
On the one hand, college entrance examination Chinese conforms to the basic attributes of middle school Chinese subject. As for the attribute of Chinese subject in middle school, Chinese Curriculum Standard for Senior High School gives an appropriate definition: "Chinese is the most important communication tool and an important part of human culture. The unity of instrumentality and humanism is the basic feature of Chinese curriculum. The "unity of instrumentality and humanism" mentioned here has its origin in China traditional culture. Han Yu, a Tang Dynasty man, once said, "Primary schools have never seen a great legacy." Han Yu didn't say that he could "go to college but leave a little legacy". He put forward the above viewpoint in a specific historical period in the late Tang Dynasty, when people paid attention to "primary school" and ignored "university", that is, "the Tao has not been preached for a long time". What Han Yu emphasized is essentially the unity of "primary school" and "university". Han Yu's "primary school" includes philology, exegetics and textual research. The "university" that Han Yu said is the "Tao" of Confucianism. Today, we can roughly understand it as the unity of "instrumentality" and "humanity". It is of course pale to talk about "instrumentality" without the "humanity" of Chinese; On the contrary, it is cheap to talk about "humanity" without the "instrumentality" of Chinese-the key here is the "unity" of the two in practice.
It is this basic attribute of Chinese subject in middle school that determines its particularity. Other subjects in middle school are science subjects: natural science is science and social science is liberal arts. Science must pay attention to technical terms and explore detailed methods. Non-scientific Chinese is not suitable for this. Chinese in middle school is not a science subject in the general sense, nor is it a science with the same meaning as other disciplines. It is a scientific attitude to admit that the Chinese subject in middle school is not a scientific subject.
We say that middle school Chinese is not a science, and there is a lot of evidence. Students writing argumentative essays, middle school Chinese should be more scientific. There is an argument method called example method: give one or two examples to prove your point. This is not a scientific method; Science does not allow or admit this kind of proof. Mathematician Chen Jingrun devoted himself to studying Goldbach's conjecture: any big even number can be expressed as the sum of two prime numbers. We can cite 1000 or 10000 examples to prove its correctness, but people can't cite an incorrect example so far. But this proposition has not been proved-this is science. Give some examples to prove your point. This is not that facts speak louder than words, but that words speak louder than facts. China's environment is often not a scientific theorem, but an axiom recognized in a certain social environment. A glass of water, this is common sense. It has two development directions: to the scientific direction, that is, the molecular formula, ion type, physical properties and chemical properties of water; Developing in the direction of Chinese may be a cool, moist, energetic, ardent expectation and considerate care.
Middle school Chinese is a subject that reflects life, and its extension is equivalent to life. College entrance examination Chinese always downplays technical terms and abandons trivial so-called methods, which conforms to and embodies the essence and requirements of middle school Chinese. Such as grammar, rhetoric, sentence patterns, skills, genres and other courses to sort out and explain language and literary phenomena, is a professional course of Chinese Department in universities. Chinese language and literature is a major that studies language and literature as a science. It is knowledge and the foundation of middle school Chinese teachers, but it is different from the basic direction and core content of middle school Chinese and college entrance examination Chinese. We need to follow the discipline rules and seek truth from facts according to the reality of the college entrance examination. The core content of Chinese learning in middle school is to understand life, observe language and temper thinking; College entrance examination language is also among them.
We also need to realize that the college entrance examination is a test of intellectual ability, not a simple contest between physical strength and perseverance. Improve the efficiency of preparing for exams, optimize the effect of preparing for exams, and don't blindly fall into the sea of questions. The purpose of preparing for the exam should be highly clear: one of the purposes is to clarify the consciousness and ideas, to be particularly clear and thorough, and to answer questions correctly and quickly; The second purpose is to stimulate and enrich connotation accumulation, and to improve Chinese literacy under the spur of the college entrance examination.
Based on the above reasons, it is necessary to clarify the test sites and understand the characteristics of various topics for Chinese preparation; It is more necessary to blur the test sites and fully understand the * * * nature of various topics.
We often say that Chinese learning has four links: listening, speaking, reading and writing. The Chinese college entrance examination adopts written test, not listening and speaking, but reading and writing. "Reading" examines absorption ability, that is, the ability to understand, absorb, judge and appreciate written language; "Writing" examines the ability to release, that is, the ability to express thoughts, feelings, opinions and opinions in written language. The basic thinking mode of "reading" is induction, and the basic thinking mode of "writing" is deduction.
The Chinese examination paper of the college entrance examination contains two factors: reading and writing. Besides the choice of topics, both of them need to use two ways of thinking to test their two Chinese abilities. Therefore, they all have dual values. If the Chinese test paper is compared to a dining table, there are steamed buns with different shapes on this dining table: big, small, square, round, high and flat ... We need to know their external differences and their essential similarities. Various topics only have different emphases on "reading" and "writing". The reading topic is mainly "reading": reading poems and articles is "reading"; But the answer is "write", but it is not required to write 800 words, but a sentence, a few words and a paragraph. The writing topic is mainly "writing": reading the composition topic, and the reading material given by the composition topic is "reading"; But obviously, "writing" into an 800-word composition is the main thing.
Only in this way can we improve the efficiency and optimize the effect of Chinese preparation. Because, when we make any special preparation, we always keep a close eye on the fundamental laws of "reading" and "writing", and migrate, transform and * * * each other in order to achieve the effect of drawing inferences from one instance and getting twice the result with half the effort.
When it comes to Chinese college entrance examination, we naturally need to understand the essence of Chinese preparation. Students usually learn Chinese in order to enrich their knowledge and improve their ability. For example, it is building a sword. Entering the preparatory stage, the main task is not to cast swords, but to sharpen the knives. If the sword is not made well, the blade will certainly not be sharpened well; What we want to solve is that the sword is made well, and there is no shortage of knowledge and ability, that is, it will never achieve stable and ideal results, that is, it will solve the problem of sharpening. As for the Chinese exam, what I said here only refers to the college entrance examination on June 7 every year, and does not represent any mock exam. Mock exams are all about preparing for exams. On June 7, the college entrance examination, the main task is no longer sharpening, but using a sword. Getting high marks quickly and correctly is the purpose of examination room behavior; The only pursuit of examination room behavior is to use the least time, the least energy and the achievements.
At this point, there is a significant difference between doing simulation questions and doing college entrance examination questions. In the college entrance examination room, faced with the choice of four questions: A, B, C and D, if the answer is A, then B, C and D don't need to read any more; However, in the mock exam, all four options need to be judged, because they are all good "grindstones" and have the value of "sharpening the knife"-preparing for the exam. In the college entrance examination room, two of the four options in a multiple-choice question are hesitant, so it doesn't matter. Grasping the correct answer is victory; But in the mock exam, the option that can be accurately judged is meaningless because students don't need to solve any problems through it. It is more important to understand uncertain and uncertain options. This difference is particularly significant only in the field of China literature. Mathematics multiple-choice questions, among the four options, one is correct and the other three are natural mistakes; Chinese multiple-choice questions, four options, are mostly independent, equivalent to four small topics. If the mock exam is used in the college entrance examination room, the time for writing a composition will be lengthened; If the mock exam is conducted by the college entrance examination, the effect of preparing for the exam will not be achieved. It is difficult to balance "using a knife" and "sharpening a knife".
Similar differences exist in other topics. In the college entrance examination room, it is the key to answer questions together and answer the main points; In the mock exam, we should pursue perfection. Otherwise, it is impossible to realize the two major tasks of being highly conscious, thinking clearly, stimulating and enriching connotation accumulation through preparing for exams, and improving Chinese literacy; It is even more difficult to improve paragraph writing ability while completing the answer.
In life and study, many of our behaviors are "spontaneous" rather than "conscious". "Spontaneous" or "conscious" is the dividing line between amateur level and professional level. After years of hard study, students have reason to enter the examination room as professional candidates, which is also the responsibility of Chinese teachers. It is impossible to make people shine with a faint light.