Qian Liqun, Wen Rumin, Sun Yu and other literary education experts have been waving flags and shouting the importance of literary education for many years, and writing articles criticizing the disadvantages of education in Chen Wenxue. At various literary education seminars in colleges and universities, front-line teachers complain that students don't study or study very little. Although they have tried their best, the effect is not ideal.
A few days ago, I saw a Chinese major write in the final assignment of ancient literature: "Before I finished this assignment, I didn't know there was such a beautiful story behind the Pujiu Temple", which made people burst into tears instantly, thus showing the bad ecology of literature education. In fact, literature education is not only an aesthetic subject, but also related to the formation of independent personality, the cultivation of critical thinking and the shaping of national spirit. Individuals who don't study are sad, and nations who don't study have no future.
The dialogue guests invited in this issue are the first batch of signing critics of the Writers Association of our province. They are university teachers, editors, bank executives and administrators. I hope everyone can speak freely on the issues related to literature education and literature acceptance ecology from their own life experiences and literature experiences, and make good contributions to our literature education.
As for literariness, there is no ability to evaluate and shape, but what is valuable is that these works are plain and easy to adapt to the acceptance of primary school students. When I was in junior high school, Hong Kong and Taiwan literature entered the mainland on a large scale, so I basically read Gu Long of Jin Yong, Yi Shu of Qiong Yao and so on. Although it took a lot of time, it brought a brand-new reading experience, even an enlightenment to people's personality.
In high school and college, in the late 1980s and early 1990s, a large number of western literature and theoretical works were introduced into China, and a large number of literary classics and experimental modernist works were read, thus a real understanding of literariness began. In this review, based on the perspective of literature education, two points are completely blank. The first blank point is the long-term lack of school literature education. Literary reading is completely spontaneous and accidental. Literature reading and Chinese education in primary and secondary schools are two skins, or even two discourse systems.
The second blank point is the complete absence of children's literature. There was no conscious literature reading guidance before primary school, and there was a lack of literature reading materials suitable for children. I often think, fortunately, I chose the Chinese Department in the university stage, which completely opened my eyes to literary reading. Without such a major choice, literature would really exist in the growth of the post-70s.