Research and teaching achievements in Chinese language education

Author: Written by Zhang Xinqiang
Publisher:
Publishing Date: November 1, 2005
Features: I carefully reviewed the table of contents and some parts of the manuscript, and I believe this work systematically reflects Xinqiang's exploration of Chinese language teaching. It is systematic because it covers everything from primary school to junior high school and high school; secondly, it unfolds in order, starting from textbook research, resource study, lesson design, reading and appreciation, expression and communication, extracurricular expansion, evaluation and examination, to research projects, presenting all stages of a Chinese language teacher's teaching research. It does not follow the crowd or invent new terms. Instead, it offers insightful and accessible "discussions" and "confessions," allowing readers to read it as if holding an excellent literary work, effortlessly. After finishing, one can hardly help but exclaim: "Who knew research results in Chinese language teaching could be expressed so colloquially!" In the book The Expression of Research Results in Chinese Language Teaching, there are as many as 52 examples, totaling 64 articles, of which 44 examples and 54 articles were written by Xinqiang himself, accounting for more than 80%. The other examples were written by his students, young and talented Chinese language teachers from his high school research group who served as both homeroom teachers and mentors, or by the experimental teachers of the research projects he led. These examples, in terms of genre, include papers, research proposals, research reports, lesson plans, classroom recordings, educational stories, speeches, and literary works, among others; in terms of content, they cover reading and appreciation, oral communication, and composition teaching, as well as examination and evaluation, and research projects. It is particularly worth mentioning that the "process playback" allows readers to see the formation process of these teaching research results, which is very helpful for Chinese language teachers to eliminate the sense of mystery surrounding teaching research and enhance their confidence in participating in it. It is precisely because most of the examples in the book were written by Xinqiang himself or were guided and revised by him that he truly understands the formation process, making this "dissection" truly authentic and reliable.