一簡單談談語文教学的情况“五四”以前,中学校裏國文科的教材是所謂古文。教國文的方法很簡單,無非講一講,讀一讀,出個題目讓学生作一篇文章,説一些古人已經說过很多回的話。所謂“講”,只是解釋字義,把古文語句翻譯成现代語,就是平麼翻譯翻譯,也儘够消磨一節又一節的授課時間了。那時候,無論教師和学生,要是他們心目中有什麼目的和任務的話,也不过是模仿古人,希望能像古人那樣考慮問題,能像古人那樣説説寫寫罷了。“五四”以後,教材裏才有“白話文”。小学全教白話文,中學裏白話文和文言文同時教。现在不説小学,光說中学。中学教文言文,教材和教法基本上跟先前一樣。至於白話文,其中有些是文学作品,有些不是。就思想內容說,很雜,有好些文章,思想不正確,甚至是反動的,但是有些文章是有進步的民主主義思想的。对这些白話文,一般教師認為文章本身沒有什麼講头,有的唸一遍了事,有的唸也不唸,叫学 A brief talk on the situation of Chinese teaching Before the May 4th Movement, the textbooks of Chinese liberal arts in secondary schools were so-called classical Chinese. Teaching Chinese is very simple, nothing more than talk about, read, write a topic for students to make an article saying that some of the ancients have said many words back. The so-called “talk” is only to explain the meaning of the word, the ancient Chinese sentence translated into modern language, translation and translation is also flat, but also spend enough time grinding section by section. At that time, both teachers and students, if they had any purpose or task in mind, would only imitate the ancients in the hope of considering the problems as the ancients did and of speaking and writing like the ancients did. After the May 4th Movement, there was only “vernacular” in the teaching materials. Primary school full-time vernacular, middle school vernacular and classical Chinese teach at the same time. Now do not say primary school, light middle school. Teaching texts in secondary schools, textbooks and teaching methods basically the same as before. As for vernacular, some of them are literary works, some are not. As far as ideological content is concerned, it is very complicated, there are many articles, incorrect ideas and even reactionary ones. However, some articles are progressive democratic thoughts. For these vernacular texts, the average teacher does not think the essay has anything to say. Some read it again. Some do not read it.