University New Chinese Language Guide

Author: Xia Zhongyi / Fang Kuiqiang (editors)
Publisher:
Publishing Date: 2006-04-01
Features: It has become a in the academic community to compile supplementary books for university Chinese textbooks. "University New Chinese" aims to innovate and has a unique personality, making it even more necessary to have a reference book that guides its approach, benefiting both teaching and reading. The guiding principle for compiling this book is: highlighting value, exploring aesthetic qualities, incorporating knowledge, and ensuring teaching effectiveness. Emphasizing the universal value of modern humanities is the innovation of "University New Chinese" and the identifier that distinguishes it from the twenty-year-old university Chinese model. In this regard, we will uncover the intrinsic value of the selected texts, provide concise summaries, offer in-depth interpretations, and clarify doubts. One of the selection criteria for "University New Chinese" is "classic literature and poetry." Of course, this "classic" is a "classic in progress," a "classic" under the lens of modern humanities, and also a "classic" rigorously selected by the editors based on aesthetic judgment. Its aesthetic qualities or aesthetic value also require the discovery of "close reading" and the participation of "recreation." The knowledge aspect in "University New Chinese" has been downplayed compared to previous textbook models. In fact, "knowledge" cannot be "absent" as it is also the foundation for understanding modern humanities values—though it is no longer merely the classical poetry or ancient Chinese language knowledge emphasized in previous textbooks. Humanistic knowledge related to values is also something this book aims to reorganize and integrate. Implementing teaching effectiveness is something no textbook or supplementary book can avoid. Teaching activities are a dynamic, two-way practice of communication between teachers and students, as well as between students and texts. We have absorbed the strengths of past teaching experiences, stimulating innovative thinking through problem-based approaches and cultivating humanistic qualities through participatory methods. In summary, this book is highly consistent with the original textbook at the level of philosophy. This book selects 77 out of the original 130 texts from "University New Chinese" and provides supplementary teaching materials and references from four aspects: "relevant background," "introduction to the current text," "text links," and "thinking and exercises."
"Relevant background" introduces the author's background, historical context, and textual context, or focuses on one of these aspects. It also includes genre knowledge and motif knowledge, primarily targeting those texts grouped under the "mini-series" format. Brief introductions to relevant knowledge help teachers enter the context of the text and deeply understand its intrinsic qualities.
"Introduction to the current text" is the key to guidance and explanation, both commenting on the key points of the text's ideological content and appreciating its artistic and aesthetic features. It determines the focus based on the text's characteristics. It should be noted that the introduction is based on the principles of reception aesthetics, emphasizing subjectivity and creative reading. It is less about "fixed views" or "norms" and more about sowing the "gene" of reinterpretation, leaving ample space for homogeneous "recreative" activities.
"Text links" lists quotations and bibliographic indexes related to the text, such as reviews, debates, references, and key points of papers. The main purpose is to save teachers' time and effort, facilitating further text interaction and in-depth discussions.
"Thinking and exercises" are designed to reflect teaching practicality, emphasizing the problem-oriented nature of questions and the targeted nature of exercises. They focus on issues related to the collision and confusion between real-world humanistic spirit and values, encouraging personal subjective participation and engagement. These sections may seem conventional, but attentive readers will notice the subtle shifts in their underlying spirit.
The compilation of this book covers a wide scope and involves significant effort, with many newly selected texts and difficulties in finding materials. Compounding this, it was compiled during the summer holidays under sweltering conditions. Fortunately, the compilers are all like-minded individuals committed to reforming university Chinese teaching, and their shared commitment to the purpose of "University New Chinese" served as the driving force. Of course, the omissions and shortcomings of this book are inevitable, and we welcome corrections from experts.