<h1 class= "pgc-h-center-line" > me as a language: I was born to teach languages</h1>
<h1 class="pgc-h-center-line" > Author: Jiang Guangping</h1>
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【Respectfully】The "Language Master Class" will successively launch the autobiographical works of famous chinese language teachers in China. From now on, the album "I am a language: I am born to teach languages" by Mr. Jiang Guangping, a famous three-amphibious language teacher who integrates writers and scholars, will be released.
Mr. Jiang Guangping is currently the head of the Jiang Guangping University Language Curriculum Center. The title of the book was originally "I Am the Language". At his request, add "I was born to teach Chinese" as a subtitle, and this platform also promotes Jiang Guangping for teacher Jiang Guangping, please understand.
To learn Chinese, you should find someone who is born to teach chinese as a teacher.
Jiang Guangping is the kind of person who is born to teach Language.
Jiang Guangping said: "I am for the language! ”
Jiang Guangping said: "I am born for language! ”
If any publisher intends to publish this book, please contact Teacher Jiang Guangping himself.
【Biography】
Jiang Guangping:
Born in 1964 in Xinghua, Jiangsu Province. Writer, famous literary critic and educator. Engaged in more than 30 years of basic education work, he has been praised by Zhu Yongxin, a famous educator, vice chairman of the Central Committee of the China Association for Promoting Democracy and doctoral tutor of Soochow University, as "the first person in Chinese education writing".
He is the author of "Reshaping Life" (novel), "Love on the Banks of the Bengfran River" (novel), "Passing and Crossing - Dialogue with Famous Contemporary Writers" (Literary Criticism Collection), "Crossing and Arriving" (Literary Criticism Collection), "I Have Captured Two Worlds" (Educational Narrative Works), "Not Being a Spectator" (Educational Essay Collection), "The Road of Attempt - A Chronicle of Qiu Xuehua's Path to Educators" (Educational Long Documentary), etc.
He is the chief editor of the New Law of Language Reading and Writing (High School Edition), The View of Small Ancient Literature (Enlightenment, Foundation, and Improvement).
For more than ten years, he has presided over the literary magazines "Mangyuan", "West Lake" "Writers Dialogue" and "Literary Frontiers" columns, which have had a wide impact on china's contemporary literary circles.
Founded the brand of "Jiang Guangping University Language Course". "Jiang Guangping University Language Course" is widely praised in the industry for its effective and efficient language teaching.
Prologue: Language writes the journey of my life
1. I was born to teach languages
My life is sometimes so simple that it is just language teaching, or simply reading and writing.
Language gave me everything I wanted.
I am using my youth and life to speak and express language.
I want you to see how languages write a teacher's life journey.
"I Am the Language" is a text that has gone through twists and turns. Fortunately, it did not become a book and distribute it when it could be published and distributed, but it struggled to survive until now.
This seems to make no sense. How could it be a blessing not to have a book and a release?
Here's why, I'll tell you slowly. To put it this way, it is really a very fortunate thing that I did not write and publish a book, otherwise, I am really ashamed and regret it.
In this world, there are too many things that are destroyed by repenting of their few deeds.
This text is somewhat autobiographical in nature, but it is not entirely a biography, but it only extracts my language teaching practice and educational feelings from my life experience, and wants more people to see the language and the things behind the language.
There can be many things in a person's life, and there are many things that can be written. But I think my life is sometimes just a language teaching, or just reading and writing. I seem to have no other life. I don't know if it's happiness or unhappiness.
I'm pretty much the kind of person who was born to teach languages.
It seems that I came into this world to teach the language.
This is my destiny.
I came into this world to fulfill this great and simple mission.
The year I was eight years old and in the first grade of elementary school, I determined my ambition to become a teacher in the future. Later, I was very surprised to be willing to pay for it. I have witnessed several brothers who could not attend high school because of the special historical reasons of that era, so for a long time, I did not dare to have any luxury in high school, college, and future teachers. For me at the time, these were all unattainable dreams.
But then I finally went to college, became a teacher, and taught Chinese very well for more than thirty years. What a blessing in disguise. After nearly thirty years of teaching Chinese, I deeply feel that language has become another life for me. Or to put it bluntly, it is the space that language provides for my side to survive, a profession that can make a living, and a tool on which to rely for success in life.
Language gave me everything I wanted to achieve.
I don't think it's too much to say how to judge the role of language in my life.
But it is precisely in these decades that China's education, China's language education has gone through a very embarrassing period, everyone can comment on the language, and the most bottomless thing is the language teacher itself. Of course, this is not to say that there is no problem with language, but no one can say exactly where the problem of language is. So many experts, scholars, education administrators and ordinary teachers are speaking about language, but the problem of language is the most important problem in Chinese education.
Of course, I can't actually say exactly where the question of language is, but I feel that I am using my youth and life to tell the language and express the language.
Now, I want to celebrate my decades of language teaching to my readers.
As a first-hand witness to chinese language teaching in primary and secondary schools in these decades, I would like to show you how language writes a teacher's life journey.
To put it bluntly, I don't want to write a book in this book that provides an in-depth analysis of language teaching and theory. I just want more contemporary Chinese to look at the Chinese and Chinese these decades and understand the language teachers who are engaged in language education. I believe that my book can do that. The career of a language teacher, the experience of a language teacher who can write many works, publish a considerable number of literary works, and can have a dialogue with famous contemporary writers, and who has an impact on literary criticism in the Chinese literary circle, is enough to make the human body realize some of the conditions related to language.
That said, I want to offer a most rustic and authentic book dedicated to my most sincere readers. Interpreting it, penetrating it, and extracting the most essential connotations of language from it, I believe that someone will do this work. That said, here I present myself as a case study of language teaching. I sincerely hope that true scholars, through these simple scenes of life, penetrate the language time and space of our time, and truly let people know that there is an era with such a language form, with language teachers and other people who are struggling under this language form. Educational research should not ignore these things that may seem very messy and very messy.
So in this book, I'm going to mention characters who are real, real like your colleagues and neighbors. But I can also tell you with certainty that most of these people don't do much. If I hadn't mentioned them, most of them would have certainly been washed away by time without the slightest trace. These people are my fellow languageians. I am soberly aware that many of my language life and all kinds of bittersweet and bittersweet in it are given by these lovely language peers. My language life is helplessly twisted with them, and it is impossible to avoid them.
There are certainly many non-language teaching elements in language teaching. In a person's life history, there will also be some non-life things. It is a paradox of life that no one can avoid. Our language education researchers, in general, do not consider these non-language education factors.
However, I want to tell people that it is these people and these non-linguistic elements that make up the important landscape of our educational community. We may have ignored this before. The development of education, they are important parameters. In the long years since, I have studied education and language, and I have found with great regret that the research of education by the educational elite has indeed not scanned them, nor has it found that they are also an important element in the development of education. Their status and quality determine the development of education. This is probably what I want to tell our education researchers in this book.
For reasons that everyone knows, I can't tell you all their real names. Only in some places that have nothing to do with the big picture, let alone bring about a pen and ink lawsuit, I will show their high surnames and big names. I would also like to point out that I have such a good memory that I can't believe it myself. Perhaps, some of the characters I mentioned must have forgotten me completely, but I still remember them so stubbornly. I wrote this book for these people, and at the same time let these people once again appear in the reader's field of vision. Let the reader see their lives, see their struggles, see the fate of these little people in a cultural context.
That's what I wanted to do with this book.
Moreover, our language, for a long time, lacked an original spirit. This certainly has history and our intentions
It is our own responsibility to know the form and other reasons, but our language lacks this spirit. A language person with an educational conscience should have the courage and responsibility to face this spiritual deficiency.
To put it this way, our language, for so many years, actually lacks a cultural ethic. That is, the current hot discussion of "Living on the Tree" shows both the lack of this cultural integrity and the shallowness and even ignorance of the vast majority of the so-called language elite.
I will also fully expand and discuss this in my book.
That is to say, the history of language education that I have experienced will be evaluated and analyzed from my own perspective. This will also be one of the important contents of the book.
Sartre said that writing is really a struggle against oblivion. I want to try to forget some people and things after writing this book. This is another wish I wanted to write this book.
As for the reader reading something from here, a long insight, I dare not expect it. Now I just want to be a talker. And if you can stay for me and listen to me, I am sincerely grateful.
In our time, because of the rapid development of matter, many beautiful things are in terrible fission or converging in collapse. For example, the question of values has the kind of collapse that Milan Kundera wrote. I think that being a teacher in the modern era has to face many, many things. However, I have always believed that no matter what happens to us, we as human beings, teachers as teachers, cannot become fragments that fly out of the center in the process of collapse.
Some people say that an autobiography or memoir is actually an unreliable thing, because there must be a lot of pretense and glorification in it.
Fortunately, my book is just about presenting language, showing some of the problems I've encountered over the years.
Fortunately, all my life efforts and attempts are just to become a person who has been rewritten or written by language.
Or, to put it bluntly: I am a man who came into this world by birth to teach languages.
Is this a disguise and beautification?