Abstract
"Initiating Children's literacy by musical language" has been an important characteristic and fine tradition of elementary Chinese education in ancient China. In primers of this kind, it is characterized by syntactical antithesis and rhyming which were derived from the profound understanding of the ancients about the characteristics of the Chinese language. In the elementary education, it not only satisfies children's "willingness and readiness" to learn, but also exposes them to the aesthetic of Chinese language and culture. However, unfortunately, in the past one hundred years, due to the unscrupulous transplant or absorption of foreign education thought, the fine primer tradition in the Chinese language education has almost disappeared. A rethinking of this tradition can help us better reflect upon the achievements and deficiencies of the reform of the Chinese language education over the past century in hopes of offering theoretical rationale and a historical framework of reference for future Chinese language education reform in China.
First Page
148
Last Page
155
Recommended Citation
Zhu, Zihui. 2016. "The Primer Tradition and Reflections on Chinese Education over the Past 100 Years." Theoretical Studies in Literature and Art 36, (6): pp.148-155. https://tsla.researchcommons.org/journal/vol36/iss6/22
