1958 In February, the Fifth Session of the First National People's Congress adopted the Chinese Pinyin Scheme. For more than forty years, the Pinyin Scheme has played an important role in China's socialist construction and education.

When Premier Zhou Enlai announced the Chinese Pinyin Scheme, he pointed out: "As a tool to help learn Chinese characters and promote Putonghua, the Chinese Pinyin Scheme should be taught in normal schools and primary and secondary schools first." According to this instruction, People's Education Publishing House began to incorporate Chinese Pinyin as an important learning content for primary school students in the autumn of 1958. Over the years, Chinese Pinyin textbooks have undergone many experiments and reforms, and the teaching quality has been improved through continuous exploration. Chinese Pinyin plays an increasingly important role in Chinese teaching in primary schools.

Looking back on the history of Chinese Pinyin teaching, it can be roughly divided into five stages.

The first stage is 1958 to1962; The second stage is 1963 to1966; The third stage is from 1973 to1977; The fourth stage is from 1978 to 1982, and the fifth stage is from 1982 to the present.

The first stage, which is the primary stage of Chinese Pinyin teaching. In the autumn of 958, the teaching content of Chinese Pinyin was arranged in the first Chinese textbook of the first grade of primary school. Learn the usage of initials, finals and r and the pinyin method of one sound and one rhyme; 1959 In the second textbook used in the spring, the rules of adding and replacing initials yw, omitting ioueiuen, spelling j q x and ü are arranged. 1959 The third textbook used in autumn continued to arrange spelling rules and strengthen consolidation.

Judging from the pinyin teaching at this stage, it has the following characteristics:

1. The teaching content is complicated. The textbook arranges all the contents of the scheme of Chinese Pinyin, keeping the integrity and systematicness of the scheme, which is a good side. But the teaching content is too much and the difficulty is too great. In order to reduce the difficulty and disperse the difficulty, the textbook put four spelling rules in the second semester, which led to new problems. Some syllables are the same in the first semester, and so are the second semester. For example, toys are changed to wán jù in the first semester and WüguüI in the second semester. After the E in uei is omitted, if there are few such syllables, students can accept it, and it will be much more difficult to change dozens of syllables. Students need to work hard and get confused easily.

2. The teaching requirements are high and difficult. First-year students need to learn the initials, finals, pinyin methods and all spelling rules of the plan. There are four spelling rules. J q x and u are easier to spell and omit the two points above u, but it is more complicated for students to omit them. How to omit, which letter to omit and how to mark the key signature after omission are not easy for students to understand. The most difficult thing to remember is the usage of Y W. Students should remember 23 syllables that need to be changed, which are initials and which are finals, so that first-grade primary school students can distinguish and remember them. This requirement is too high and urgent, and it is not easy to achieve.

The compilation of the above textbooks lasted for five years, and the majority of teachers reflected that the teaching of Chinese Pinyin was too difficult. Some schools do not teach pinyin because of insufficient conditions; Some spend a lot of time and the teaching effect is not good. Dialect area is more difficult. Some teachers say that Chinese Pinyin is really difficult to teach and it takes a lot of time. Instead of helping to learn Chinese well, it has become a burden for students, which has affected the cultivation of literacy and reading ability and dampened students' enthusiasm for learning. A rural teacher said: "As soon as students enter school, they encounter complicated, difficult-to-remember and boring Chinese phonetic alphabet, which makes them feel very hard. This is really enough for students to get through this time. " Generally, it is time-consuming and laborious, and the effect is not good. Teachers and students are distressed and parents are dissatisfied.

There are many reasons for this. First, the scheme of Chinese Pinyin has just been introduced, and people still lack understanding of the scheme and underestimate its role. They think it is unnecessary to teach Chinese Pinyin. It is best to teach Chinese characters directly with the original phonetic symbols, or without any symbols. Second, there is no general training for primary school teachers in various places, and many teachers are not familiar with the scheme of Chinese Pinyin, so they can't grasp the difficulties and key points of Pinyin teaching. Third, the content of the textbook is demanding, complete and systematic, and the teaching requirements are too high, which makes it difficult for teachers and students to adapt. Fourth, there is little experience in pinyin teaching, and the teacher is not very familiar with the editing intention of the textbook, so he can't control the textbook. In short, most teachers are passive.

To this end, the relevant units, especially the comrades of People's Education Publishing House, have conducted extensive investigations and studies on the teaching of Chinese Pinyin. On this basis, the arrangement method of Chinese Pinyin textbooks has been greatly improved.

The second stage is the reform of Chinese Pinyin teaching and some achievements have been made.

1963 in may, the central Ministry of education promulgated the "full-time primary school Chinese teaching outline (draft)", which clarified the purpose of Chinese pinyin teaching. The outline points out that the purpose of Chinese Pinyin teaching is to assist literacy and learn Mandarin. According to the provisions of the syllabus, People's Education Publishing House has rewritten the Chinese Pinyin textbook for primary schools and made great adjustments and improvements. The characteristics are as follows: (1) First-year students only learn initials, finals, tones and pinyin methods. Capital letters, alphabets, soundproof symbols, etc. , are scattered in future textbooks. (2) Use flexible methods to avoid using the first and second Y W rules. Y w is regarded as the teaching of initials, and it is not convenient to remember the whole spelling with vowels. (3) For syllables with intermediate sounds, vowels and sounds should be combined, and 13 long vowels should be taught less. (4) ioueiuen directly teaches the spelling of iu ui un and initials.

The above improvement is successful, and its advantages are: (1) Pinyin teaching has a clear purpose, and the teaching requirements are reduced, which is limited to assisting literacy, pronunciation and learning Mandarin. (2) The focus of teaching is to teach letters and pinyin methods, and temporarily unnecessary pinyin knowledge, such as capital letters, alphabets and sound insulation symbols, will be put into future middle schools, which will highlight the teaching focus and reduce the difficulty. (3) The spelling rules (except j q x and éspellingé and saving writing) have been revised to simplify the teaching content. (4) The arrangement of alphabetical order is close to the scheme, which is convenient for students to master the rules of pronunciation.

The improvement of Chinese Pinyin textbooks has been welcomed by teachers, which has made the teaching of Chinese Pinyin a step forward. Most schools in the city think that the improvement of Chinese pinyin textbooks is scientific, simple and much easier to teach, and ordinary schools can finish teaching in four to five weeks.

However, teachers in dialect areas and remote rural areas still feel that the content is complicated and the teaching time is long. According to statistics, among the 40 primary schools in Erling, Danyang, Jiangsu, 28 do not teach Pinyin.

The reasons for this situation are as follows: First, under the current situation, leaders of education departments, teaching and research personnel and teachers generally do not pay attention to teaching research, which makes it difficult for some teachers, especially rural teachers. Second, there are still many shortcomings in the improved pinyin textbook, such as more content and longer teaching time. If you adopt the method of acoustic vowels, you can learn less 13 vowels, but you need to memorize the syllables of acoustic vowels and learn dozens of syllables composed of them and vowels.

The third stage is a special stage, which cancels the teaching of Chinese Pinyin and gradually recovers. Before 1972, the teaching of all subjects was in a state of stagnation, and there were no classes in schools. Even after classes are resumed, slogans are used as teaching materials, so it is impossible to learn Chinese Pinyin. 1in the autumn of 972, under the leadership of the then Ministry of Education, the relevant personnel of People's Education Publishing House organized five provinces and cities in Beijing, Tianjin, Liaoning, Hebei and Shanxi to compile Chinese textbooks for primary schools. The content of Chinese Pinyin teaching is arranged in the textbook of Senior One. The textbook follows the improved part of the Chinese Pinyin textbook 1963 of People's Education Society, and further improves the method of phonetic combination. For syllables with initials, three spellings are used. The teaching of Chinese Pinyin has been highly valued by teachers, and the improvement points have been well reflected. In addition to the five provinces and cities that participated in the compilation, there are more than ten provinces and cities in use.

1973, the relevant units tried out the teaching of "Basic Chinese Pinyin" in some schools. As the name implies, the basic formula is to teach the content of the program in two steps. The first step (senior one) is the most basic content stipulated in the teaching plan (not teaching spelling rules); The second step (grade two) is to teach spelling rules. The advantages of basic teaching are: (1) The first step is simplified, easy for students to accept, and free from complicated spelling rules. (2) The early appearance of pure pinyin sentences and Chinese characters in textbooks can arouse students' interest in learning. (3) The text is in the form of Chinese phonetic alphabet, which solves the difficulties that junior high school textbooks are not easy to compile and the text is short and easy to understand. Disadvantages: (1) About 67 syllables learned in the first step are not standard, and spelling rules can only be corrected in the second grade. Students have been used to it for a year, and it is not easy to accept it in another way, and it is preconceived and confusing. (2) The syllables learned in the first grade are different from the prescribed forms. At this stage, students can't see the phonetic alphabet, so they can't effectively consolidate pinyin. (3) The premature appearance of Chinese characters distracts the attention of learning Chinese Pinyin. (4) Chinese characters with pinyin, students who don't learn pinyin well can't read sentences; It is not conducive to the cultivation of reading ability.

"Basic formula" is a two-step teaching method absorbed from the Pinyin textbooks of PEP 1958 to 1962. The starting point is good, in order to disperse difficulties and reduce students' learning burden. However, experiments have proved that it is difficult to spell nonstandard syllables in grade two. Grade two is the golden stage of learning Chinese characters. At this stage, if students still spend part of their energy on learning spelling rules and correcting irregular syllables, it will inevitably affect the cultivation of literacy and reading ability.

The fourth stage is a period of steady progress and outstanding achievements in Chinese Pinyin. 1976 smashed the gang of four. Under the care of Comrade Deng Xiaoping, from June, 5438 to July, 0977, the Central Ministry of Education organized national excellent teachers and textbook compilers to compile national primary and secondary school syllabuses and textbooks. 1February, 978, the Chinese Teaching Outline for Full-time Ten-year Primary Schools (Trial Draft) was promulgated, and the requirements for Chinese Pinyin teaching were: "Learn Chinese Pinyin to help literacy and learn Mandarin." The content of pinyin teaching is also clearly defined in the requirements of each grade. That is, senior one learns the most basic content of Chinese Pinyin, so that he can read and learn Mandarin with the help of Pinyin. I learned Chinese Pinyin and capital letters in my second grade.

According to the requirements of the syllabus, the comrades who wrote the textbook made a special investigation and made a serious study on the teaching of Chinese Pinyin, summed up the experience and lessons of Chinese Pinyin teaching in the past 20 years, and designed a more practical writing scheme.

The first volume of Chinese textbook for primary schools in China 1978 is characterized by (1) simplified content. The first step, 15 class focuses on teaching initials, finals, tones and pinyin methods, so as to spell syllables. The second step is to review and consolidate to achieve proficiency in spelling. (2) adopt flexible methods to teach spelling rules, such as using y w and omitting ioueiuen. (3)j q x and U spell out the rules of writing at two points in the process of learning syllables. (4) The syllables with initials are spelled in three ways, which reduces the learning of 13 compound nasal vowels. (5) The combination of initials, finals and whole syllables. For example, while learning z c s zh ch sh r, learn to read the syllable zicisi Shi Chi Shiri as a whole; When teaching the vowel ie üe in ing, learn the whole syllable of Ye Yue Yin Ying at the same time. Thereby reducing steps and making it difficult to remember but easy to remember. (6) Adopt the vowel method with tone, overcome the phonetic notation method of counting from the beginning with four tones, and accelerate the ability to master syllables. (7) To help pronounce letters, remember the shapes of letters and learn pinyin methods. For example, "A" draws a little girl with pigtails and asks the doctor to examine her throat. The little girl opened her mouth and pronounced "A". The shape of this little girl's head with short pigtails is similar to that of a ... Another example is the illustration of "An" in Tiananmen Square. Students look at the picture and say the sound of the word "An", so they learn the sound of "An". When teaching pinyin methods, I drew two children pushing letter cards, indicating that initials and finals can become syllables when put together. (8) After concentrating on learning the most basic content, turn to the stage of "Pinyin Literacy" as soon as possible. While learning Chinese characters, read aloud the syllable words that indicate the meaning, help understand the meaning and consolidate Pinyin. If you learn the word "month", the syllable word behind it is yuè liang. Learn the word "mouth" and explain the meaning of pictures and words with the syllable "shù kǒu".

To sum up, the pinyin part of the new general textbook not only simplifies the content, designs novel pictures, and strengthens the vividness and intuition of letters, but also is easy to understand and conforms to children's cognitive rules, so it is an ideal pinyin textbook. The Teaching Method of Chinese Textbooks for Primary Schools compiled by Nanjing Xiaozhuang Normal School (version 198 1) wrote: "The newly compiled first-grade Chinese Pinyin textbook is the simplest one ever. A new scheme is adopted, including *** 16 class, focusing on teaching the most basic things such as initials, finals, tones and pinyin methods. The Chinese Teaching Method for Primary Schools (version 1979) compiled by Hunan No.1 Normal University has made such an evaluation of the Chinese Pinyin textbook: "This is a reasonable arrangement with relatively simple content and appropriate class schedule since 1958 began teaching Chinese Pinyin. The textbook cleverly and enlighteningly designs pinyin illustrations, which can arouse students' interest in learning. This is extremely beneficial for students to master correct pronunciation and distinguish letter forms. " "On the basis of summarizing the previous teaching practice, the newly compiled Chinese Pinyin textbook has carried out new reforms, streamlined the content, embodied the spirit of being fast, good and economical, strengthened the intuition of Pinyin teaching, and conformed to the law of children's understanding of things. It is an ideal pinyin textbook. "

Judging from the teaching practice, urban township primary schools feel little difficulty. Most teachers can finish their teaching tasks in four weeks, and some experienced teachers can finish their teaching in two or three weeks. Rural primary schools have eliminated the worries of pinyin teaching. Dialect areas have formed an atmosphere of learning and using Mandarin in Chinese Pinyin.

The pinyin part of the general textbook has not changed much since 1978. In some areas or schools, this set of pinyin textbooks has been used to train students' ability to call syllables directly, and the effect is good. In a word, people pay more and more attention to the teaching of Chinese Pinyin, and the quality of Chinese Pinyin teaching is constantly improving.

The fifth stage is the stage of widely using Chinese Pinyin. 1982, the first teaching experiment of "pinyin literacy, reading and writing first" in Heilongjiang province, which expanded the role of Chinese pinyin teaching. It is not only a tool to help literacy and learning Mandarin, but also to help reading and writing in Chinese Pinyin.

Pinyin teaching in "Ji Ti" experiment is centered on mastering syllables and combined with language training. After a period of training, students are required to master syllables and pinyin festivals skillfully. First-year students can read pure pinyin or Chinese phonetic texts or reading materials; You can write a diary or essay in pure pinyin or Chinese characters with pinyin.

The function of Chinese Pinyin in reading has been recognized by people and accepted by teachers. 1986 "Chinese Teaching Syllabus for Full-time Primary Schools" points out: "Chinese Pinyin is an effective tool to help literacy, reading and learning Putonghua, and its role should be brought into full play." "Learning Chinese Pinyin can spell syllables accurately and skillfully (you can call syllables step by step if possible) to help you read, read and learn Mandarin." This requirement has promoted the reform of Chinese Pinyin teaching and Chinese teaching in primary schools.

1988, the state education commission formulated the "Chinese teaching outline for full-time primary schools in nine-year compulsory education (draft)", which put forward further requirements for Chinese pinyin teaching. That is, "when junior students write, they can also use Chinese Pinyin instead of Chinese characters that they can't write."

According to the spirit of the syllabus, People's Education Publishing House and other units have successively compiled Chinese textbooks for compulsory primary schools. On the basis of summarizing the experience and lessons of pinyin teaching for more than 30 years, and absorbing the fresh experience of teaching reform, the first volume of Chinese Teaching Materials for Compulsory Primary Schools (PEP) was compiled. It not only implements the requirements put forward by the syllabus, but also pays attention to reducing the burden on students and reducing the difficulty of teaching materials. For example, in the first stage, learn the common syllables of 108, and then add syllables to "Reading Pictures and Pinyin Literacy" to consolidate the learned syllables. Strive to let students learn pinyin well in a short time. The textbook is still in the junior textbooks, and the full text is marked with Chinese Pinyin, which effectively consolidates Chinese Pinyin, helps students in dialect areas to learn Mandarin, and at the same time cultivates students' reading and self-study ability.

1992, the State Education Commission promulgated the Chinese Teaching Outline for Full-time Primary Schools in Nine-year Compulsory Education (Trial), which further emphasized the role of Chinese Pinyin. In the previous Chinese syllabus for primary schools, there was only one paragraph about Chinese Pinyin, and it was written in the section of "Literacy and Writing". The content of hanyu pinyin in the syllabus released this time is a self-contained section, which is put forward as an important content in language training. It is clearly put forward that "it is possible to call syllables step by step if conditions permit", "lower grade students can use syllables to replace Chinese characters they have not learned" and "recognize sound insulation symbols".

1993 In the autumn, People's Education Society launched the first volume (trial version) of Chinese textbooks for compulsory primary schools, and the part of Chinese pinyin textbooks was improved, and the teaching of Chinese pinyin continued to develop.

Chinese Pinyin has received unprecedented attention, but in some areas it has inappropriately increased the teaching content and put forward higher requirements. So the burden on students has increased. This phenomenon has attracted the attention of relevant departments. Therefore, in 1994, the State Education Commission put forward adjustment opinions on the outline promulgated in 1992. Deleted the reference that "when junior students write, they can use syllables instead of Chinese characters they haven't learned". Deleting this sentence reduces the requirement and avoids the high requirement of memorizing syllables.

In 2000, the Ministry of Education (formerly the State Education Commission) promulgated the Chinese Teaching Syllabus for Full-time Primary Schools in Nine-year Compulsory Education (Trial Revision), which continued to lower the requirements of Chinese Pinyin: from "skilled spelling of syllables" to "accurate spelling of syllables", and deleted the requirements of "reading aid" and "knowing sound insulation symbols". Therefore, hanyu pinyin is limited to helping literacy and learning Mandarin.

200 1 The Ministry of Education issued "Chinese Curriculum Standard for Full-time Compulsory Education (Experimental Draft)", which divided Chinese Pinyin into literacy and writing, and clearly stated that the teaching goal of Chinese Pinyin is to be able to identify Chinese characters with the help of Chinese Pinyin. Know capital letters, recite the Chinese phonetic alphabet, and look up the dictionary with Chinese phonetic alphabet.

Subsequently, many units, publishing houses and individuals are compiling Chinese textbooks for primary schools, and they have different understandings and practices on Chinese Pinyin. Some still attach importance to pinyin and arrange the main content of pinyin before the first volume of Chinese characters; Some are arranged in the middle of the first textbook, so you can read it first and then learn pinyin; Some are arranged in the second volume or the second grade. First, they learn to read by ear and dictation, then learn Chinese Pinyin, and then learn to look it up in a dictionary.

The teaching requirements of Chinese Pinyin are very arbitrary, some are high, some are low, some are not reviewed and consolidated after teaching, and the phenomenon of thoroughly remoulding is serious. Restricted by conditions, some remote villages can't teach Chinese Pinyin, but teach Chinese characters directly. In a word, there are still many problems in the teaching of Chinese Pinyin.

Looking back on the history of Chinese Pinyin teaching, it has gone through a long and tortuous road of continuous development. Chinese Pinyin has been attached great importance by experts and leading departments since it entered the primary school Chinese textbooks from 65438 to 0958. It has been included in the syllabus of Chinese teaching in primary schools and has become an important part of Chinese teaching in primary schools. More than forty years' teaching practice has proved that Chinese Pinyin plays an important role in Chinese learning. Use it to help literacy and speed up literacy; Using it to correct the pronunciation of words is beneficial to the popularization of Putonghua. Using it to annotate texts or extracurricular reading materials is convenient for students to read by themselves, which is helpful to improve students' reading ability and expand their knowledge; Using it to look up a dictionary can cultivate students' self-study ability. Using it to play computer gives students a pair of advanced wings to speed up reading and writing. The application of Chinese Pinyin is more and more extensive. Because it is produced with the development of the times, it is a scientific phonetic symbol studied by many experts and is recognized as an effective tool for learning Chinese.

In the future, with the development of the times and the progress of science, it will be more widely used. We will pay more attention to the teaching of Chinese Pinyin, constantly improve teaching methods, effectively improve the teaching quality of Chinese Pinyin, and make Chinese Pinyin play a greater role.