Zhu Ziqing (1898- 1948) is a famous poet and essayist in modern times. He is a scholar who has extensively dabbled in the field of classical literature and is rigorous in his studies. He is also a Chinese educator who has devoted his life to thousands of students in Qian Qian.
Zhu 1920 After graduating from the philosophy department of Peking University, he went to 1925 for the summer vacation. In Hangzhou No.1 Normal School (1920), Yangzhou No.8 Middle School (192 1), Wusong Chinese Public School (192 1) and Taizhou Zhejiang No.6 Normal School (1922). His first research paper on Chinese education, Several Problems in Chinese Teaching in Middle Schools, published in 1925, is a systematic summary of Chinese teaching in middle schools on the basis of analyzing and studying various theoretical viewpoints of Hu Shi, Mu Jibo, Sun Gong, Ou Jifu and Xia Gaizun at that time.
As a well-known writer and university professor in the literary world, Zhu's commendable feature is that he always puts the work of popularizing Chinese and improving teenagers' Chinese literacy in a very important position. 1925 After the summer vacation, Zhu went to Tsinghua University as a professor. When he first entered the Tsinghua campus, he taught General Chinese in addition to offering special courses such as Selected Poems of Ancient and Modern Times, China New Literature Research and Ballad Studies. Later, when he became the head of the Chinese Department, he still personally took the course "Freshman Chinese" and made a systematic study on the teaching purpose, textbook compilation and teaching methods of this course. It can be said that Zhu is one of the famous professors who have taught this course for the longest time and made the greatest contribution to the discipline construction since the course of Freshman Chinese was offered in Chinese universities in China. As a long-term lecturer of Chinese for Freshmen, Zhu naturally cares more about the Chinese level of primary and secondary school students and Chinese teaching in primary and secondary schools. During his hard years in War of Resistance against Japanese Aggression, he presided over the educational administration in the Chinese Department of the Teachers College of National Southwest Associated University, and initiated the establishment of Chinese Monthly, which opened up the position of Chinese education research in middle schools, attracted many scholars to seriously discuss, and at the same time personally wrote papers to fully promote Chinese education research. Co-authored Chinese Teaching, Examples of Intensive Reading Counseling and Examples of Skimming Counseling with Ye Shengtao, compiled Chinese textbooks for Ming Kai Bookstore, and contributed to improving Chinese textbooks and teaching methods in middle schools. Until 1948, poverty and disease had exhausted all his energy, but he was still giving lectures to middle school teachers and students and taking notes for the enlightening Chinese textbooks. Zhu's concern for education in China can be described as unswerving.
As for the purpose of modern education, as early as the end of 19, Wang Guowei put forward the idea of "paying equal attention to moral education, intellectual education and physical education" according to the advanced western education theory at that time. After Xinhai, Cai Yuanpei developed this theory of "three educations" into the so-called "five principles" educational policy of "military nationalism, materialism, moral education, world outlook and aesthetic education". In a word, these famous educators in modern times have realized that the purpose of education is to "cultivate perfect personality". This is a violent impact and complete denial of the purpose of training bureaucrats and slaves in China's traditional feudal education. In the process of theoretical research and practical exploration of Chinese education, Zhu Ziqing always regards Chinese education as an important part of the whole education, and its fundamental purpose is to improve the personality of the educated.
Chinese is a specific subject in the whole school education. When people study the teaching law of this subject, most of them focus on the teaching materials and teaching methods of this subject itself. However, in the 1920s, Zhu deeply realized that to achieve ideal results in Chinese teaching, we should not only pay attention to the classroom, but also pay attention to teaching materials and teaching methods. Instead, we should firmly grasp the link of "discipline" and attach importance to the "personality influence" of the whole school on students. Otherwise, "teaching is sterile" and everything will go up in smoke. He brilliantly discussed the relationship between "teaching" and "regulation" in Several Problems of Chinese Teaching in Middle Schools, and pointed out that "regulation" is the "contact center" of the teaching of various subjects in schools. Without this "contact center", it is difficult to achieve satisfactory results in the teaching of various subjects. In his article, he asked the Chinese teacher a series of serious questions: "When you were in class, did all the students pay attention to the class?" Is anyone talking? Is anyone peeking at other books under the table? Most importantly, can you conclude that no one is thinking about anything else? -Did they rehearse what you told them today? Did they review it in the self-study class yesterday? "Zhu believes that the answers to these questions are:" Of course, it depends on your teaching methods, but it depends more on your personality influence, and it depends more on the personality influence of your principal and colleagues; In other words, how you carry out your educational purpose and discipline on weekdays is what the weather is like in the classroom (Journal of Education, Vol. 65438 +07, No.7). Here, Zhu came into contact with a very important educational problem, that is, how educators exert personality influence on the educated, so that the educated's conduct can be corrected and their personality can be developed. This is the key to the success of all subjects, including Chinese teaching. Of course, this personality influence is not only reflected in the few hours of class, but more importantly, in the usual contact with students and in the environment and school spirit formed by the whole school.
Starting from cultivating students' sound personality, Zhu emphasized that Chinese education should attach importance to literature education. He pointed out in the article "Middle School Students and Literature and Art": "Literature and art enhance the understanding of life, show the way of life, and teach readers to gradually realize the truth of being a man. This is the value of education. Literature and art are also selected languages, and readers can learn how to express and criticize life with language. Chinese liberal arts is Chinese teaching, which aims to cultivate and improve the ability of understanding, appreciation and expression. Literature and art are the main teaching materials. " (Middle school students,No. 187) Zhu attaches importance to literature and art education, because in his view, language and writing are only tools and media to understand and express life, and students receive Chinese education as well as life education. Literature and art have played the best communication role between Chinese education and life education. He attaches great importance to the teaching of poetry, and thinks that poetry not only has beautiful artistic conception, but also contains noble feelings. It can often "imply life" and has a profound "implication". By reciting excellent ancient and modern poems, people's spiritual world can be beautified and purified (see How to Learn Chinese, published in the third issue of Volume 3 of Chinese magazine 1944). He also attaches great importance to the teaching of novels, and thinks that "novels increase people's experience, prompt various life styles and are interesting, which is the shortest way to get started in literature" (see Selected Books of China Literature, selected by middle school students) In the 1930s, he also wrote the essay Spring specially for the junior middle school Chinese Reader (Chinese version) edited by Zhu. The famous sentence in the article: "Spring is like a doll that falls to the ground. It is new from head to toe, and it is growing. Spring is like a little girl, dressed up and walking with a smile. Spring is like a strong young man with iron arms and waist and legs, leading us forward. " It once gave the vast number of teenagers endless hope and strength.
Zhu also stressed that Chinese education should attach importance to classic training from the perspective of cultivating students' sound personality. For a long time after the May 4th Movement, the study of classical Chinese, especially the study of ancient classics, has been a hot topic in education. Many radicals oppose feudalism and the classical Chinese prevailing in feudal times, and even more oppose modern people's contact with ancient classics that reflect the social outlook and ethical concepts in feudal times. Zhu has different views on this. He said: "Because classical Chinese has gradually lost its utility in daily application, we are indifferent to the classics written in classical Chinese in the past. This is a wrong idea. Because of our past classics, through reading and studying, we can get ancient academic thoughts and understand ancient living conditions. This is the task for China people to understand the history of China. " ("How to Learn Chinese") So he advocates: "Middle school students should read a considerable amount of classical Chinese, especially the so-called ancient Chinese, and even ancient books. This is a classic training and cultural education. An educated China person can only become an educated China person after at least this classical training. " (See "Re-discussion on Middle School Students' Chinese Level" in Chinese Teaching.) It can be seen that the classic training emphasized by Zhu Suo is essentially different from the "reading classics" advocated by those feudal retro schools. This difference is mainly manifested in the fact that the "Reading Classics School" aims to instill feudal ethical thoughts and feudal moral concepts into young people through reading Classics, while Zhu's classic teachings aim at cultural education, so that educated China people can truly understand the history of China; The "School of Reading Classics" aims to publicize everything in the ancient classics that is conducive to maintaining feudal ethics. Zhu's classic teachings aim to "cultivate appreciation ability" and "cultivate critical power", that is, "know yourself and know yourself" and "critically accept" (see Appreciation of Ancient Literature, published in Literature magazine).
1947 issue number). In order to practice his own thoughts, Zhu compiled Shuo Wen Jie Zi in the 1940s, with 13 articles. Starting with Shuo Wen Jie Zi, he made comments on Zhouyi, Shangshu, The Book of Songs, Li San, Three Biographies of the Spring and Autumn Period, Four Books, Warring States Policy, etc.
Starting from cultivating students' sound personality, Zhu also emphasized that Chinese education should attach importance to expression and "sincerity" of expression. Zhu said in the article "Talk": "A sincere gentleman, the power of personality shines on all the gloom, and he doesn't need to say much or embellish his words. Only pay attention to decoration, full of hype, and the spear and halberd in the belly are looming, which is the so-called villain; He dresses up so well that people don't believe him. " (See Talking about China Movies and Others, China Federation of Literary and Art Circles Publishing Company, version 1985.) Of course, Chinese education should teach students to speak and write, but speaking and writing need sincere words and articles, which are related to the attitude and personality of a person. The entrance examination was held in Tsinghua University 1933. The essay paper consists of five topics: bitter heat, walking, night, light and road. Most candidates choose bitter heat, walking and night. The purpose of the questioner is to test the candidate's ability to observe and describe. Who knows that when marking the papers, most candidates find themselves "as if they can't talk about themselves", but they just made a remark of "hating the rich and pitiful" and said a lot of popular and fashionable rhetoric. Zhu is deeply worried about this. He believes that this superficial word of "conforming to the trend of the times" is actually not the true idea of candidates. They just pick up these cliches from newspapers and magazines and move them into their pens. Therefore, Zhu said with emotion that for real life, "it seems that most candidates don't open their eyes and don't follow their own ideas." And they are all high school graduates. Therefore, we can't help but wonder, have high school teachers really fulfilled their responsibilities? "So what is the responsibility? Zhu believes that "an ideal teacher should not only think about the students' ears, but also their brains", "teach students to observe and think for themselves" and "cultivate their own judgment"; Only in this way, students will not be insincere, content with "following the trend" and writing articles on "stereotyped writing in foreign languages" (see "The Chinese level of high school graduates is evident" in Independent Review).
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In short, in Zhu's view, the success or failure of Chinese education is certainly related to textbooks and teaching methods, but more importantly, it is related to whether teachers can attach importance to the cultivation of students' personality. People engaged in Chinese education should not only be "teachers of classics" but also be "teachers of the people", and the so-called "teachers of the people" means "you don't need to be full of benevolence and morality, nor do you need to pass on scriptures in one hand and hold a sword in the other, so long as you serve earnestly and kindly, you will be a teacher of the people" (see On Youth, China Film and Others).
In the Chinese curriculum standards formulated in old China, there are always provisions such as "developing the habit of reading books and appreciating literature and art" (junior high school) and "cultivating students' ability to understand ancient books and appreciate Chinese literary masterpieces" (senior high school). In reading, whether junior high school or senior high school, it is inseparable from the word "appreciation" in the curriculum standards. As for this "appreciation", what does it mean? Many people often don't pay much attention to how much effort and foundation this "appreciation" ability depends on. Based on his profound understanding of the essence of Chinese education and his practical experience in reading appreciation, Zhu Ziqing put forward many pertinent views on "appreciation" and formed a series of incisive views on reading teaching.
Zhu first affirmed that cultivating and improving students' appreciation ability is one of the important purposes of Chinese teaching. The so-called "appreciation", for the author, the key is to be able to "put yourself in the shoes" and understand why the author writes like this and why the author can only write like this; For a work, the key is to be able to "move with emotion", go deep into the scene created by the work, and go deep into the internal thinking of the work, thus producing an emotional voice (see Appreciation of Ancient Literature). This appreciation ability can not be truly displayed by fiddling with some abstract and polysemous descriptive words. Zhu said: "Appreciation does not mean adding abstract and ambiguous comments such as" good ","beautiful ","elegant ","wonderful ","bold ","graceful "and" elegant "to the text, even if it counts; Only from the choice of vocabulary and metaphor, the organization of chapters and sentences, and the author's intention and efforts can we find innovative or ancient and unique things, experience them and understand them. " (See Re-discussion on Middle School Students' Chinese Level) This involves the relationship between appreciation and understanding. Many people often mistake appreciation and understanding for two things: it seems very low to say "understanding"; Saying "appreciation" is a high level. In fact, appreciation and understanding are closely linked, appreciation is a thorough understanding, and understanding is a practical appreciation.
This "thorough understanding" depends on the analysis of language and writing. The main task of text reading and reading in Chinese class is to analyze and chew the language and characters. Zhu opposes "reading well, not asking for a good understanding" and the attitude of ordinary students "learning big". He advocates that both teachers and students should work hard on the analysis and chewing of language and words. When talking about poetry appreciation, he once said: "Poetry is the essence of language. Because it is the' essence', it needs more thinking and more flavor than prose; Many people find poetry difficult to understand, which is why. But whether poetry is a "language" is not really mysterious; Language, spoken language and written language can be analyzed; Poetry can also be analyzed. Only analysis can be thoroughly understood; Prose is like this, and so is poetry. " (See Preface to Nineteen Ancient Poems, published in China Journal No.6, vol. 194 1) From the standpoint of Chinese education, we must adopt an analytical attitude towards the reading and appreciation of all literary and artistic works, otherwise, if we confuse them with ordinary people's reading for recreation and self-entertainment, we will lose our language. We must also take time to analyze and chew the language, otherwise it will be confused with ordinary critics, and only sketching the general idea of the work according to the principles of literary criticism will lose the significance and value of Chinese education.
Since Chinese teaching should pay attention to the analysis of language and characters, we can't generally oppose the teacher's "explanation". On this issue, Zhu's view is dialectical. He believes that teachers should not object to their "explanation" if they work hard on the analysis and chewing of language and characters, because it is this exemplary analysis that will give students a way to understand and appreciate and change their attitude of "not asking for more knowledge". However, it is not enough to rely on the teacher's "explanation". Chinese teaching must also allow students to receive adequate training, so he said: "Teachers who talk too much and talk too little about texts are of course incompetent;" Even those who prepare the text diligently and explain it in detail are not good teachers. Middle school students need adequate practice. " (See "Re-discussion on Middle School Students' Chinese Level") In this way, Zhu's reading teaching model was formed. In the 1920s, he designed such a "five-step teaching method": (1) students preview before class; (2) Students report preview results in class; (3) Ask students to tell the general idea of each paragraph and the whole article; (4) Teachers and students study feelings and writing in the same article; (5) After an article is taught, it will be asked orally or in writing. Teachers' necessary explanations run through several links in the classroom, either in detail or omitted, and are handled by the camera (see Several Problems in Chinese Teaching in Middle Schools). In the 1940s, he simplified this model into three steps, namely preview, discussion and review. In the "discussion" session, Zhu believes that teachers' work has three aspects: one is to help students solve problems that have been discovered but cannot be solved by themselves; The second is to provide important issues that students have not noticed and cause discussion; The third is to put forward comparable materials to arouse the interest of the discussion and promote the in-depth discussion. In all these links, students have been fully trained and always interspersed with teachers' demonstration explanations, forming an atmosphere for teachers and students to jointly study and ponder the language and characters, so as to achieve a thorough understanding and practical appreciation of the language and characters of the text (see "On the Chinese Level of Middle School Students" for details).
It is important to analyze and chew language, but this kind of analysis and chewing often focuses on meaning and concepts; Language itself also has tones, rhythms and even rhythms, so to achieve "thorough understanding", we must also pay attention to reading. Zhu divided the general reading methods into three categories. The first category is "Yin". For ancient poems, Zhu advocated "reciting". Since the May 4th Movement, the new school figures have laughed at the ugliness of those who cling to bones and recited ancient poems with their heads wagging, making young Chinese teachers afraid or unwilling to pay attention to reciting any more. Zhu believes that "this is also a great loss in teaching", because "ancient prose, old poems and words are not natural languages. If you don't read them, you won't know their meaning. If you don't sing them, you won't understand their tone-unlike vernacular poems, sometimes you can understand and appreciate them only by listening to others' reading or speaking, and you don't need to read them. Singing is like' slow motion' in movies, which slowly shows the tone of those unnatural languages, making people suspicious "(see On Reading aloud and Chinese Teaching). Classical poetry, in particular, can only be understood by appreciating the benefits of its tone, being familiar with its sentence pattern, syntax and composition, and reciting it repeatedly in a flat tone and flat rhythm. Regarding ancient prose, Zhu thinks that Tongcheng School's theory of "seeking God by sound" has some truth. Therefore, although middle school students nowadays don't have to write classical Chinese, they still have to learn to "recite" in order to truly understand and appreciate ancient Chinese. The second category is "reading". Zhu advocated the method of "reading" for some poems in practical writing and common vernacular. Zhu believes that some applied classical Chinese are not consistent with ordinary people's words, that is, ordinary vernacular poems. Although it is based on spoken language, it is not completely consistent with spoken language, and it often contains Europeanization elements, so it is more appropriate to use the tone of "reading" and "reading letters in the past and now reading judgments in court". Zhu Shi said: "Reading pays attention to meaning and clarity, as Zhu said,' Slow and urgent, speak clearly'. Both classical Chinese and vernacular Chinese use the same tone. There are also cadences and tones, but they are not significant. Every word should be given considerable attention and should not be ignored. The whole effect is solemn and calm. "The third category is Shuowen. For purely colloquial works, Zhu advocates using the method of "saying" to correctly convey the emotions in the language. For example, some of Lao She's works are considered "humorous" by Zhu. It's interesting to say. " Zhu himself has done several experiments, once at a rally in Tsinghua University, he finished Mr. Hunjia's "advising uncle" in a tone of "speaking"; Once, I told my work "to my dead wife" at a reading party in Tsinghua. The former is humorous and the latter is dignified, and both have achieved good results. Among these three reading methods, Zhu said: "Reading is the most useful, and we should pay special attention to it in Chinese teaching. As for the discussion from primary school, middle school to university, Zhu advocated: "Mandarin teaching in primary schools should be abandoned and emphasized, while learning by heart and speaking;" "Colleges and universities should also repeat reading, resume chanting and teach." (See On Reading aloud)
Zhu strongly advocated reading aloud, not only because reading aloud helps people understand and appreciate articles, but also because reading aloud helps students straighten out their own "language context" and further promote the formation of "national language of literature". He once pointed out: "Now middle school students' writing and speaking are out of touch, and so are their writing and language. The writing was originally unified, and the language has always been divergent. It is natural to write unified words in different languages. Therefore, there should be a unified language to train the basic skills of vernacular Chinese, so that different individual languages can be trained on a unified technology first. " Therefore, he emphasized the importance of "reading teaching". Zhu believes that this view of Li deserves people's attention, because students' compositions often follow their own "different individual languages" blindly, regardless of "unified words", so the "context" is always unclear. Zhu said: "These students should make them read the scripts of various schools very attentively, and get the tone or context of the' unified script' from them-you can also call it context." (See Teaching Reading, published in Beiping1946 65438+New Life on February 2? In addition, the infiltration of Europeanized elements makes many people feel uncomfortable and catchy. In fact, Zhu believes: "From the perspective of language growth, especially from the perspective of the growth of our' national language of literature', we should flexibly use the standard of' catchy' or' fluent'; Some new words and expressions must be given time to make them catchy or to teach them catchy. As long as there is enough time, these new words and phrases will naturally become popular; But with the help of reading teaching, it will take less time, maybe a lot less. " (See Reading Teaching and National Language of Literature, published in Beiping 1946 12 16 "Freshmen"? Language and literature) Young students read vernacular Chinese with Europeanized elements, and the bottom of the pen is naturally affected; If reading aloud is added, their "national language of literature" will naturally be active in oral English; In this way, the "national language of literature" first takes root in students' writing and oral, which will inevitably affect and expand to the society. This is very profound.
Zhu Ziqing's writing teaching view focuses more on application. He said: "Middle school students' composition class should focus on practical writing in a broad sense, because the composition class is mainly about skill training, and art should be put in the second place", because "if middle school students only love literature and art, they read and practice, but they don't have Ming Rui's discrimination, so it is easy to abuse the style of writing. They can't tell the difference between literature and art and ordinary writing (that is, practical writing in a broad sense), they only know that one. Therefore, when writing ordinary words, there are many floating words and few important words, and those important words are incomprehensible. This cannot be applied. " (See "Middle School Students and Literature and Art")
Writing training focuses on application, which inevitably leads to another problem, that is, how to approach "application" in training methods. In the past feudal imperial examination era, learning literature was to write literature, and writing literature was to cope with the imperial examination, for admission or examination. Scholars at that time practiced writing articles with a clear goal in front and an "imaginary reader" in mind. This "reader" is the examiner at all levels. After the May 4th Movement, for a long time, students practiced writing, mostly aiming at "creation". These students also have an "imaginary reader" in their hearts, that is, the general intellectual class in society. Students at school will not be interested in the composition questions assigned by teachers if they have no creative significance; So I asked to write poems, essays and novels with topics after class. Among them, a considerable number of people have finally emerged. It can be seen that giving students a clear goal in writing training and letting them have an "imaginary reader" in their minds when writing is an important way to make the training close to "application" and thus stimulate interest. Zhu said: "Most writing exercises are aimed at imaginary readers, not actual readers ... Besides fathers and brothers, teachers, close classmates or friends, imaginary readers also include all students, all middle school students, ordinary young people, local people, various societies, governments, government leaders, general society and others." (See textbook and writing) Writing exercises that focus on "application" should take people from all walks of life as "imaginary readers". Only after such multi-angle training, students will be able to use writing tools to meet all kinds of life needs and social needs, whether they go to school or enter the society to participate in practical work in the future. Because in real life, writing will always "make a difference", so there will always be actual readers. During school, we should cultivate students' ability and habit of writing for certain readers according to actual needs.
What kind of goal should students be given for such extensive writing training for "imaginary readers"? Zhu's vision is to aim at "newspaper writing". He thinks that with creation as the writing goal, the imaginary readers are the general society, but they only know one imaginary reader and know nothing else, so there is still no discrimination. Once they need practical application, writing articles is still inappropriate. So he said: "I think the writing training of middle school students should be close to the words in newspapers and general magazines, especially the words in newspapers." The words in the newspaper not only refer to the news and comments of the newspaper itself, but also all the documents published in the newspaper, including advertisements. In doing so, Zhu believes that there are three advantages: "First, cut the feet and adapt to the shoes, and develop;" Second, there are almost all kinds of applied words; Thirdly, it is easy to realize various readers in various languages. ..... Because newspapers publish all kinds of documents, the objects are different, and the tone and genre are different. Students often compare and see that readers have a great relationship with words, and they will gradually pay attention to their imaginary readers when writing. " (see textbooks and works)
In order to carry out the above ideas, Zhu advocated running a newspaper class wall newspaper. He said: "Speaking of wall newspaper, this is a good way to encourage students to write. Because it only points out the existence of imaginary readers, and the actual readers are always those people, as if the check can't be cashed, it still hasn't succeeded. It is good to have more practical readers. I used to teach Chinese in a middle school, and sometimes I would choose some students' literature lessons and post them on the classroom wall, which seemed to attract the attention of the whole class. They have all read it. The wall newspaper method is naturally more effective, with many categories and many answers. Writers have a wider readership, and readers can read them from time to time. On the one hand, it can make ordinary students have a more cordial impression on writing with the words in newspapers and general magazines as their goal. This is a writing design worth taking. " (See "On Textbooks and Writing") Students practice writing in school, no matter from the needs and occasions, or from the audience, most of them are "hypothetical", from "hypothetical" to "realistic", and there is a need to build a bridge and make a wall newspaper in the middle, which is a "bridge" with this nature.
Mr. Zhu Ziqing strongly advocated that any education and teaching theory should be practical and stand the test of practice at the early stage of teaching. After reading many research papers on education in China in the 1920s, he once said with emotion: "According to their papers, they are really well organized, complete and thoughtful, and they are an ideal and good system! But the facts are always uneven and complicated, never so neat ... The detailed plans in those papers should be at least 50% off in class! ..... This shows that theory is far from reality! " In the 1940s, he pointed out more clearly: "What we need now is practical and consistent implementation; Even the best theory, if not implemented, will always be in vain! " (See "Re-discussion on Middle School Students' Chinese Level") Therefore, Zhu not only attaches importance to theory, but also attaches importance to "practical and practical". He taught Chinese in middle school for five years and tried various teaching methods. Although he changed several schools, he was welcomed and respected by students from all over the world. After serving as a professor in the Chinese department of the university, he insisted on giving lectures to freshmen. Co-authored Examples of Intensive Reading and Examples of Skimming with Ye Shengtao, and independently compiled Nineteen Interpretations of Ancient Poetry, giving specific guidance to Chinese teachers and ordinary middle school students on how to read poems and articles; He also wrote a column of "Literature Cases" for China Monthly, and made a detailed analysis of all kinds of "literature diseases" commonly existing in students' compositions. Complete the monograph "Classic Talk" and give practical guidance to middle school students for classic training; I personally participated in the compilation of Chinese textbooks for freshmen and middle schools, and tried my best to put all my ideas in the construction of Chinese textbooks into practice and make achievements. Zhu's rigorous and down-to-earth academic attitude is not empty talk, which is enough to be a model for all educational researchers in China.