Beyond the Boudoir- Women's Poetry on Travel in Late Imperial China
Learning to Read in Late Imperial China - Emory University
1
presents Learning to Read in Late Imperial China This talk aims to answer the key ques3on of how children learned to read in late imperial China (framed broadly as the Song through Qing dynas3es, ca. 960-1911 CE). Drawing on a wide range of primary sources, Dr. Li Yu inves3gates the main pedagogical procedures (i.e. memoriza3on, vocaliza3on, punctua3on, textual explica3on, and character recogni3on) used to train children, mainly boys and some3mes girls, to acquire literacy skills. She argues that prior to the late seventeenth century, aural-oral memoriza3on and vocaliza3on dominated the descrip3ve and prescrip3ve discourses on the history of reading pedagogy. However, teachers of later periods discovered the importance of introducing the visual aspect of characters into the reading curriculum. During the nineteenth century, eviden3al scholars and philologists further developed the pedagogical method by relying on knowledge gained from the field of paleography. Modern scholars of the twen3eth century con3nue to seek inspira3ons from the reading pedagogy of late imperial China and some of the techniques are well and alive even today. The talk ends with a brief discussion of the implica3on of this research for literacy educa3on in general in any language. March 21, 2019 4:00 pm - 5:15 pm Modern Languages Building Room 201 Li Yu Professor of Chinese Asian Studies Department Williams College
Transcript of Learning to Read in Late Imperial China - Emory University
presents
LearningtoReadinLateImperialChina
Thistalkaimstoanswerthekeyques3onofhowchildrenlearnedtoreadinlateimperialChina(framedbroadlyastheSongthroughQingdynas3es,ca. 960-1911CE).Drawing on awide rangeof primary sources,Dr. Li Yuinves3gates the main pedagogical procedures (i.e. memoriza3on,vocaliza3on, punctua3on, textual explica3on, and character recogni3on)usedtotrainchildren,mainlyboysandsome3mesgirls,toacquireliteracyskills. She argues that prior to the late seventeenth century, aural-oralmemoriza3onandvocaliza3ondominatedthedescrip3veandprescrip3vediscoursesonthehistoryofreadingpedagogy.However,teachersof laterperiods discovered the importance of introducing the visual aspect ofcharacters into the reading curriculum. During the nineteenth century,eviden3al scholars and philologists further developed the pedagogicalmethod by relying on knowledge gained from the field of paleography.Modern scholars of the twen3eth century con3nue to seek inspira3onsfrom the reading pedagogy of late imperial China and some of thetechniques are well and alive even today. The talk ends with a briefdiscussion of the implica3on of this research for literacy educa3on ingeneralinanylanguage.
March21,20194:00pm-5:15pm ModernLanguagesBuildingRoom201
LiYuProfessorofChineseAsianStudiesDepartmentWilliamsCollege
