How to understand that Chinese teaching design is the unity of science and art

First, orderly and disorderly language teaching phenomenon

As a discipline, Chinese teaching is scientific and orderly, which is reflected in the standardization of subject objectives, the standardization of subject content, the rigorous classification of knowledge, and the focus and comprehensive coverage of language, review, logic, texts, words, sentences, paragraphs and articles. The selected text is a model essay with beautiful literary quality and suitable for teaching. The text system not only embodies comprehensiveness, practicality, but also embodies sequence. The vertical training points are from shallow to deep, step by step, and the horizontal knowledge points penetrate each other and complement each other.

The order of Chinese teaching is also reflected in the teaching process. Generally speaking, whether teachers teach or students master Chinese knowledge, it is from simple to complex, from low to advanced, from limited to infinite; The thinking process of students is also from practice to cognition, and then from cognition to practice. As far as teaching methods are concerned, various stylized teaching methods have emerged, and language ability training has also been hierarchical, including listening, speaking and reading; Writing, observation, association, imagination, synthesis, generalization, comparison and so on.

The order of Chinese teaching is also reflected in teaching management and teaching evaluation. Pre-class preparation, class arrangement, after-class review, semester plan and monthly deployment can all be arranged as a whole and managed quantitatively. In recent years, standardized tests, accurate two-way lists, and very particular validity and reliability are undoubtedly the scientific embodiment of Chinese evaluation.

Chinese teaching is also out of order, which is manifested in textbooks. Nowadays, Chinese textbooks are all "selected works". Although it seems that from the lower grades to the higher grades, it also follows the logical order from shallow to deep, but after all, it is composed of incoherent articles. Compared with other subjects (such as mathematics), there is no strict scientific sequence in the texts before and after Chinese. If you can't understand the last chapter in math class, you can't listen to the next chapter; The previous formula theorem can't work, and neither can the following exercises. However, the Chinese class is not like this. Omitting climbing Mount Tai in the rain does not prevent you from learning the moonlight in the lotus pond, which is an undeniable fact and a characteristic of Chinese class. Therefore, the Chinese class lacks such binding force.

The disorder of Chinese teaching is also manifested in the imbalance and randomness of classroom teaching. The subjectivity, aesthetics and fuzziness of Chinese classroom determine the imbalance and randomness of Chinese classroom teaching. Compared with other subjects, Chinese is particularly subjective, and the same question can often have multiple answers. The analysis and appreciation of the text can be carried out from different angles. This is especially true for writing. On the premise of ensuring compliance with basic norms and principles, we should oppose stereotyped writing, advocate expressing our opinions and advocate innovation. Although students are in the same grade and class, they have different language levels, personal hobbies, appreciation requirements and aesthetic habits. These factors directly affect classroom teaching. Therefore, the classroom teaching of brilliant Chinese teachers is always unbalanced and can't be absolutely orderly, because they always take students as the main body and always try their best to activate them. In students' life, contingency and randomness will happen constantly, and even abnormal peaks will appear. The trajectory of a high-quality Chinese class is a wavy line and a curve of ECG graphics. Any "one size fits all" teaching design, whether traditional or modern, which pursues the absolute balance and order of classroom teaching can only be rich Chinese classroom teaching? Learning "reduction", in such a classroom, students gradually become machines, and their thinking is passivated under the teacher's baton.

The disorder of Chinese teaching is also manifested in the flexibility and freedom of teaching methods, which is determined by the imbalance and randomness of classroom teaching. Chinese teaching is a complex creative activity with great freedom. In order to meet certain teaching requirements, there are various teaching methods, such as imparting, heuristic, coaching and discovery. We don't just rely on certain ways and means to achieve teaching objectives, nor do we need to mechanically copy certain teaching methods regardless of subjective and objective conditions. To some extent, the realization of Chinese teaching effect depends more on the individual quality of teachers than any other subject. Mr. Zhu had a very incisive analysis of this: "Chinese teaching is a highly skilled activity, and its effect can only be obtained through personal observation and practice." Moreover, most of this practice cannot be carried out according to certain rules. It is determined by the personal knowledge, experience and personality of the practitioners. It involves many variables, and even if people understand the nature of these variables, they can't be sorted quantitatively. (Zhu: A Dictionary of Chinese Education, Yanbian People's Publishing House, l 99 1 Edition, p. 9) He explained the reasons concisely.

Second, Chinese teaching is scientific and artistic.

(A) the relationship between science and art

I think that science is the basic nature of Chinese teaching, and art is the dominant method of Chinese teaching. Like other subjects, Chinese teaching has rules to follow. The scientific Chinese teaching concept, systematic Chinese knowledge, overall gradual teaching process, serial intelligent training and intelligent cultivation have laid the foundation for Chinese teaching as a scientific discipline. Different from other disciplines, the strong subjectivity, distinct aesthetics, the relative imbalance of classroom teaching, the flexibility of teaching methods and many other invariants determine that there is no once-and-for-all and mechanical teaching mode in Chinese teaching, which determines that Chinese teaching methods are dominated by art. Esna, a professor at Stanford University in the United States and an important figure in educational art theory, thinks in his book "Educational Imagination" published in 1985. The second reason is that in the teaching process, teachers, like painters, composers, actors and dancers, evaluate and judge according to the nature of the behavior process; Thirdly, because teaching does not need to be bound by pre-arranged action procedures, teachers must constantly innovate to deal with all kinds of accidents and emergencies in the education process; The fourth is because teaching results are often obtained in the teaching process. " (Quoted from Wang Changchun's A Preliminary Study of Contemporary Western Educational Art, published in Foreign Educational Research No.4, 1992) Esna's view is that education should be regarded as art not only in methods and skills, but also in educational characteristics and contents, which is instructive for us to understand the artistry of Chinese teaching.

Science and art should not be neglected. Professor Tan of East China Normal University once borrowed a sentence from stanislavski's Comment on Mei Lanfang's Performing Arts to describe the harmonious and unified relationship between science and art in Chinese teaching, that is, "regular free action". People often say that "Chinese teaching has laws, teaching can't, and getting the laws is important". The first "law" is "regularity", which can be understood as the general principle of teaching, that is, teaching law; The second word "law" is a special method, and "teaching without definite law" means "free action". Chinese teaching is a science, and the characteristic of science is to deal with particularity according to universality; Chinese teaching is an art, which embodies the universality of teaching with its particularity. Chinese teaching can act freely and regularly, which means "getting the right method" and is a symbol of the perfection of Chinese teaching art. Painter Shi Tao once said: "People can't help themselves. If you can't do it, it is a law. "

Chinese teaching is not a static, rigid and orderly structure, a closed state or an isolated structure that has nothing to do with the outside world. Chinese teaching is a unified structure of disorder and order, and it is a living and dynamic orderly structure. Its order is closely related to the outside world, and it is maintained and developed by constantly exchanging energy, material and information with the outside world. The process of Chinese teaching is a process of constantly transmitting all kinds of information to students, including drawing information from theoretical circles and real society and getting feedback information from students. Through this constant exchange of information, the Chinese teaching community presents an orderly, planned and step-by-step state; At the same time, it is also an "orderly" state full of vitality, sports development and ups and downs. It constantly changes from disorder to order, at the same time, it constantly breaks the order, produces new disorder and pursues new order. Every process is progress, and every stage is rise. It will never be absolutely static, but it will never stop pursuing order.

(2) One of the reasons: it belongs to the humanities.

Chinese teaching is a comprehensive interdisciplinary subject, which belongs to humanities, and its content involves almost all aspects of humanities. Since it is science, it should be "scientific" and must follow scientific principles. It is also a "human study", which should be a "human culture" and must follow the artistic principle of "living"; The unity of science and humanity, rationality and emotion is the goal that China people should strive for.

In recent years, scientism has had a strong impact on the field of Chinese teaching. Some experts and teachers in the field of Chinese pursue order, simplification of Chinese teaching objectives, systematization of teaching content, standardization of teaching process, serialization of teaching procedures, modularization of teaching methods, standardization of teaching evaluation and automation of teaching management, in an attempt to optimize the effect of Chinese teaching. They fantasize that through hard work, they will finally solve the two major problems of stipulation and accuracy in Chinese teaching and improve the efficiency of Chinese teaching in an all-round way. In teaching, they pay attention to imparting systematic knowledge, developing students' understanding ability and enabling students to master knowledge and skills, but they don't pay attention to students' interests and values, and despise the accumulation of emotional experience, the cultivation and development of emotional feeling ability and emotional expression ability, and the cultivation of students' good personality quality. In the research process, we attach importance to fixed procedures, operating rules and methods, and regard the teaching process as a purely cognitive process, rational process and logical thinking process. In other words, we attach importance to scientific factors and ignore human factors.

However, under the influence of humanism, some Chinese experts and teachers hold high the banner of humanism, pursue the development of students' personality, realize "self-worth", attach importance to non-intellectual factors, and pay attention to studying how to get students out of bondage and get freedom and liberation, but ignore the teaching of systematic knowledge and the cultivation of formal skills. Pay attention to potential development, interpersonal relationship, emotional communication and family development, while ignoring procedures, links and operating methods, ignoring skills mastery, and regard students' Chinese learning process as a purely irrational, emotional experience, artistic aesthetic and visual thinking process. In short, we attach importance to human factors while ignoring scientific factors, emphasizing the intrinsic value of education (that is, cultivating human functions) and ignoring the external value of education (that is, social functions).

As far as the concepts of the two contradictory situations in China's teaching field influenced by scientism and humanism are concerned, we can borrow the concepts of German sociologist Max Weber. The former actually advocates an instrumental rationality intentionally or unintentionally, while the latter actually believes in a value rationality intentionally or unintentionally. The former attaches great importance to the technical perspective of applying what they have learned and achieving immediate results, while the latter attaches too much importance to the realization of value. Both of them are one-sided and not completely correct.

By extension, whether in China or in the West, modernity is an era in which utilitarianism prevails. In fact, all mankind is faced with the problem of coordinating utilitarianism with ideals, instrumental rationality with value rationality. The same is true of education in China today. Due to special historical circumstances, after a period of isolation and deep sleep, once we wake up, we find that others have gone faster and farther than us. Economic backwardness and backward technology have stimulated the sensitive hearts of some educators. In such an environment, the space left for them to think calmly is quite limited. They even lose their rational calmness and wise foresight, but they are increasingly keen on various methods and models that can "fundamentally solve" the problem immediately, trying to solve a historical problem that cannot be solved at once. "Utilitarianism" and "utilitarianism" become the highest value standards, giving up what belongs to the ultimate value and picking up what belongs to the tool value.

This, in turn, stimulated other educators who were deeply influenced by traditional humanistic thoughts. In view of the proliferation of instrumental rationality and the loss of value rationality, they tried to belittle "profit" as a number and "use" as an example, trying to be ideal for education, humanistic for teaching and paying attention to eternal value.

Tracing back to the source, we know that they are influenced by two educational thoughts, namely "scientism" and "humanism". The former regards education and society as a whole and tries to integrate people into society through the educational operation of schools as society. The latter separates education from society in order to ensure the education of human culture and achieve the goal of social perfection. The educational reform under the guidance of them separates the needs of adapting to social development from those of adapting to human development. On the one hand, they reflect the function and value of education, on the other hand, they ignore or exclude education. In this case, their educational reform is less likely to succeed. Their experience and lessons are: in addition to the development of cognitive and academic abilities, we should pay more attention to the development of all students in all aspects-emotional development, personality development and social responsibility development. The objective law of educational development shows people that modern education must adapt to the development of modern science and technology and modern economy, because the important sign that modern education is different from previous education lies in that it has jumped out of the fence that education exists independently of society and has formed a close dependency relationship with the development of modern production. However, the development of society is not only the development of science and technology and economy. Political needs, cultural development, especially their own development and improvement are also important contents and symbols. The modernization of people, science and technology and economy are the goals of modern society. People's own development and modernization can never be realized and measured only by scientific knowledge. Simple utilitarianism and economism will only damage the overall function of education, and then affect the service of education for economic development. Educational reform can neither ignore the needs of modern science and technology and economic development, nor ignore the formation of noble sentiments, good moral concepts and subjective consciousness of understanding and transforming the world of the younger generation.

The diversity of educational values requires that educational reform should closely combine politics, economy, science and technology, culture and human spiritual needs, realize the integration of human and society, and realize the development of science and technology economy and human spiritual world. The trend of international education shows this trend. In the 1970s, UNESCO warned people that education is the basic condition for a country, a society and even an individual to survive. In 1980s, the concept of education reform changed from learning to live to learning to care. It requires that the focus of education reform should be on the aspects closely related to human needs and development, pay attention to the needs of the educated, and guide the educated to care about others, nature and global ecological crisis. In short, consider the educational reform from the perspective of people themselves. The significance of this change is significant, which shows that ignoring the needs of human development, or ignoring the needs of scientific and technological and economic development, can not be the overall choice of contemporary education reform.

The balance between high technology and high emotion has been regarded as the inevitable trend of the development of modern society. John Naisbitt, a famous American social forecaster, pointed out that technological determinism is dangerous. The more high-tech around us, the more we need human emotions, which symbolizes that we need balance, which symbolizes that we need to balance material and spiritual reality.

From the perspective of social background, we know that the combination of scientificity and artistry in Chinese teaching is an inevitable choice under the requirements of today's times.

(3) The second reason is related to cognitive style.

In the cognitive sense, the two contradictory situations in Chinese teaching are closely related to the cognitive styles of experts and teachers. Theory tells us that rational people like to act according to known facts and are willing to solve problems in a standardized way; Intuitive people rely more on inspiration than experience and like to explore new ways to solve problems; Thinking people make judgments through logical analysis, and it is not easy to show excessive emotions; Emotional people tend to base their judgments on subjective values and are particularly sensitive to other people's emotions; Judgment-oriented people like a planned and orderly lifestyle; And like to solve problems by providing different ways; Perceptual people are more interested in choosing data than solving problems, because they are not satisfied with fixed models and respect independent responses to stimuli. Teachers' different cognitive styles directly determine that they make different choices, set different goals, accept different influences and adopt different strategies under the impact of scientism and humanism, which determines their different working attitudes and styles in teaching and affects their choice of teaching methods. Because people prefer different value systems when making decisions, the teaching methods adopted by teachers can be regarded as the direct result of teachers' cognitive tendency. Someone has done experiments. Teachers who get high marks in thinking and judgment measurement are more inclined to plan and control teaching methods by teachers, while teachers who get high marks in intuition, emotion and perception measurement are more willing to adopt flexible and positive teaching styles.

The two contradictory situations of order and disorder in Chinese teaching are one-sided, but both of them contain their reasonable factors. It is correct to unify them, which not only focuses on cultivating students' knowledge and skills, but also focuses on developing students' personality quality. The unity of science and art represents the most perfect explanation of teaching, and also represents the teaching of developing students' analytical ability and cognitive ability in the process of improving students' independence, emphasizing students' self-dignity and stimulating an inherent enthusiasm for learning. Lu Xun is a good example. Although Lu Xun is always regarded as a completely anti-traditional image, in the face of real people, Lu Xun naturally shows the ethical implication of oriental ethics. The most complete and concise summary of his personality is "looking down at a thousand fingers and bowing down as a willing ox" and "ruthlessness is not necessarily a real hero, how can a son be a husband?" Lu Xun's teaching style is the perfect unity of science and artistry: on the one hand, it is the liquidation of the old educational model, calling for a brand-new scientific education to replace it; On the one hand, it opposes the reduction of education to a technical tool, and advocates treating the object of education as a living person and paying attention to their physical and mental health.

Of course, the unity of scientificity and artistry in Chinese teaching refers to the whole of Chinese teaching. We believe that comprehensive unity is not a mechanical combination, but a combination of various factors into an organic whole, which is organically combined as a whole. The integrated factors or components are by no means the same as a whole, but must be diverse, because Chinese teaching activities are very complicated, with different external conditions, different internal purposes, courses, teaching materials, methods and forms, and teachers and students are living people with unique personalities. Therefore, each class has its own characteristics, and different teaching activities and different classes will have different performances. On the one hand, every teaching activity is a living and substantial whole; on the other hand, the teaching system is composed of extremely diverse individuals. In general teaching practice, in Chinese class, some may be more rational and some may be more emotional. Some may be more operational, while others may be more speculative; Some may be more logical, and some may be more vivid; Some may focus on analysis, and some may pay more attention to the whole; Some may show more scientific features, while others may show more aesthetic features; Some may reflect more technical features. From this perspective, we must not look at the problem mechanically and absolutely.

Thirdly, how to deal with the relationship between science and artistry in teaching practice.

(A) to pay attention to the tendency

Some people say that China culture has an "order complex" and is keen on pursuing "order". Due to the high expectations of the society for practical results and the pressure of entrance examination, there is a general pursuit of "order" in Chinese teaching at this stage, which is manifested as: keen to create various stylized teaching models, such as "three-step teaching method", "five-step teaching method" and "six-step reading guidance method"; In the management of Chinese teaching, we are obsessed with building a huge management system, and everything is in strict planning and arrangement; In experiential learning, there is a "star" effect, and they are keen on large-scale replication around "stars".

The first case has at least two advantages, which adds a relatively strong research atmosphere to the teaching circle in China. So far, there have never been so many people engaged in Chinese teaching research as at present; It laid a solid foundation for the birth of a truly scientific theoretical system of Chinese teaching. The problem is also obvious. Although this kind of teaching and research is lively, it is not wonderful. Due to the limitation of time, region and personnel, it is still impossible to grasp the active pulse of Chinese teaching fundamentally.

In the second case, although the serialized management system is complete, the students' Chinese achievements are dazzling. But if you think calmly for a period of time, you will find that they have done the serialization management to the extreme. Teaching activities are very complicated, both clear and vague; Sometimes conscious, sometimes unconscious; Some can be quantified and some can't. One of the important reasons is that our teaching object is people, not things, not machines, and Chinese teaching management is also the unity of opposites of order and disorder. Their mistake is to ignore this point, put aside one side, replace both sides with one side, go to extremes, and cover the whole process of Chinese teaching with the "order" they have found. In such a dense and seamless network, students can only act according to the plan. Under this arrangement, the teacher does not regard his education object as a student aged 12 or 14, but as a machine. Absolute unity and absolute synchronization are a rigid "order" and a mechanical "order".

Of course, we want grades, but we can't just improve the utilitarian value of grades. It is necessary to comprehensively and dialectically examine all aspects of students' physical and mental development and attach importance to the value of students' all-round development and healthy personality.

Third, in recent years, many stars have emerged in the field of Chinese teaching, which undoubtedly makes the Chinese starry sky more brilliant. Due to people's worship of stars, especially many teachers' sincere desire to learn, many teachers are overwhelmed by the reality that Chinese is becoming more and more difficult to teach, and they really want to get some "true classics" to get rid of the predicament. Therefore, various seminars and workshops provide teachers with opportunities to learn experience, broaden their horizons, let many people understand that there is another teaching method, give many teachers new and beneficial enlightenment, and ignite the fire of teaching and research for many teachers.

At the same time, we are disappointed to see that some of them, the educational administrative leaders in some places, out of an impetuous psychology of quick success and instant benefit, are keen to engage in a large-scale plagiarism around "stars" and try to collect an immediate large-scale harvest, which just violates the law of the unity of science and art. It should be noted that copying others is a metaphysical practice that ignores subjective and objective conditions, and its consequences not only drown teachers' personality, but also weaken learning advanced experience.

Mr. Lv Shuxiang put it well, "The key lies in the word" live ". If you can't use it flexibly, any teaching method will become a pile of formulas. ..... A teacher who truly masters a teaching method will improvise and his classroom is full of vitality. If you ask him to change his teaching methods, he will learn from each other's strengths and achieve success according to the actual situation. In a word, a successful teacher is successful because he brings his lessons to life. If a teaching method is a key, there is a master key above all kinds of teaching methods, and its name is' Huo' (quoted from the sixth issue of China Teaching Forum 199 1, Lv Shuxiang's written speech at the fifth annual meeting of the National Chinese Language Society).

In short, there is no fixed and universally applicable best teaching method. Organizational teaching should be adjusted according to the internal and external conditions of teaching. Internal conditions and external environment are independent variables, while teaching methods and teaching management are dependent variables, which change with the change of independent variables. Teachers should determine the most effective teaching methods according to the functional relationship between independent variables and dependent variables.

(B) How to grasp the relationship between science and artistry

How can Chinese teachers correctly grasp the relationship between science and artistry in practice and successfully carry out Chinese teaching?

First, always grasp the scientific direction in the teaching process. Establish scientific teaching objectives, make scientific teaching plans, impart scientific knowledge system, adopt scientific teaching methods, master scientific teaching rhythm and choose scientific training means. All this must be based on the overall grasp of students' present situation and future development, and on the comprehensive grasp of personality health and social needs. Teacher Yu Yi, a famous Chinese special-grade teacher in China, said: "Teaching Chinese should not be aimless and unplanned, but should have a clear blueprint for teaching and educating people. It is necessary to understand the current situation of students, plan their growth prospects, grasp the starting point of quasi-teaching, and work towards the goal of Chinese teaching syllabus in the education plan in a planned and step-by-step manner. " (quoted from Chinese teaching newsletter 199 1,No. 12, p. 17. Teacher Yu Yi has grasped the direction of science well in her teaching, saying that her science lies in the organic combination of teaching and educating people, immediate and long-term, and has achieved a natural connection between students in her mind, an outline in her mind, an economy in her belly and her heart. From this, we realize that in order to make Chinese teaching not deviate from the scientific track, teachers should do: love their own career and students; Have a deep understanding of teaching objectives and syllabus; Do some in-depth research on Chinese teaching materials and related knowledge; So as to form a profound teaching foundation and be flexible in teaching practice.

If we treat students as human beings and grasp the teaching direction scientifically, then we can embody the real charm and strength of science everywhere in teaching.

Second, in the Chinese class, try to create a beautiful situation. Chinese class needs logical thinking and vivid infection. In Chinese class, teachers use various means to create concrete, vivid and beautiful situations, which can arouse students' emotional experience and stimulate their excitement and happy mood. The beautiful scene is colorful, affectionate and poetic, which can make students sit in the spring breeze and drink sweet spring water.

Teacher Li Jilin has successfully explored and practiced situational teaching. She said: "Situational teaching plays an important role. It strengthens students' intimacy in perceiving textbooks with vivid images, shortens the time and space distance of distant things, and enhances the realism of images; It mobilizes students' initiative to participate in understanding with true feelings; It inspires students to expand their imagination of the text with broad artistic conception; It induces students to improve their understanding of things with its implicit thoughts. " (Li Jilin: Theory and Practice of Situational Teaching, People's Education, No.5, l 99 1. She has many valuable experiences for us to learn.

Teacher Yu Yi is also very good at creating beautiful situations with her emotional artistic language. She is like an actress in class, full of emotions, vivid and colorful, and "moistens things quietly." Some people say that she was a poet when teaching spring, a reciter when teaching the last lesson, a painter when teaching Haiyan, and a photographer when teaching waves. '

Third, in modern time and space, make full use of scientific and technological means. Making full use of modern scientific and technological means is the embodiment of the scientific nature of Chinese teaching. For example, using computers for thinking training and knowledge training is highly targeted. In fact, it is personalized teaching, man-machine dialogue and personalized teaching. Secondly, this method is systematic and comprehensive. For example, teaching ancient Chinese by computer can screen out all the real words and function words and find out the words that are really commonly used and difficult to master. It can cover all kinds of grammatical phenomena, and each grammatical phenomenon can cover every text. In the future, computers can also simulate artificial intelligence, conduct man-machine debates, and train students' thinking agility and language expression ability.

Using scientific and technological means is helpful to achieve artistic teaching effect. For example, you can play the video of the textbook drama on TV, teach poetry with karaoke TV audio equipment, and students can recite poetry, which can bring everyone into the ecstasy of poetry with the picture rendering and music comparison on TV screen.

In short, the use of modern scientific and technological means has two important functions. One is to enlarge the classroom, that is, to relatively concentrate some important problems in the classroom and show them more prominently. It can improve the learning ability of local problems in unit time, and achieve the training purpose faster, more pertinently, more conveniently and effectively. The second is to reduce society, that is, to reduce the social environment and natural environment needed for classroom teaching by some means.

Fourth, in the sea of varied teaching, keep uninhibited personality. In the new era, a hundred flowers blossom in the Chinese language field, innovating theories, models and teaching methods. Any model, any sect, as long as it is successful, must have a distinct personality. Any teaching method is the product of a certain educational thought and a certain historical environment, so it has its rationality and limitations. Babanski opposes clinging to a certain teaching method because of following the fashion, and also opposes totally rejecting a certain teaching method or means indiscriminately. In the face of a colorful world, it is important that we take me as the mainstay, not blindly copy, not blindly submit, and always maintain our own personality quality. Learn from other people's experience, not to cause a flood, drown everything in yourself, and then start a new stove; But to attract a clean stream to water your garden. Cai, a special-grade teacher in Anhui Province, clarified: "Facts have proved that my gentle pushing method is just a grass that broke free from the weight of the model and quietly became independent of vilen. Why is it so easy to imitate a rigid model? Let's pursue the real artistic realm. ? In short, we should take science as the basic point, but we should not go to extremes or be mechanical; Take art as the leading factor, but it should not be too casual or too sloppy. Order rather than a stagnant pool; Disorder is not a mess. See order in disorder and freedom in order.