"full" Mode Of Language Teaching In The Field Of Vision

Chinese became an independent course in 1898. In the past century, Chinese education has grown up with rich experience and theories. Meanwhile, Chinese education has suffered critical criticism for several times for its inefficiency. For example, the conditions of Chinese education in the late 1970s and 1990s were described as "hollow, slow , poor, and waste". Against such a background, an essential question has arisen: Why can't so many excellent experience and theories of Chinese education be disseminated and used efficiently? To answer this question, we must examine again the value of many experience and theories of Chinese education on one hand, and inspect carefully the whole course of their construction and dissemination on the other hand. There are different kinds of experience and theories of Chinese education. Models of Chinese teaching are the objects of study in this thesis.There are three parts in this thesis. After reviewing and reflecting the theory about models of Chinese teaching, the first part puts forward the propositional definition of "models of Chinese teaching" and outlines the main stages in the whole course of construction and dissemination of models of Chinese teaching. This part provides the base and framework for the following discussion. The second part, in a view of whole course, analyzes the "variations of models of Chinese teaching" which includes latent variations in construction, recessive variations in reading, and dominant variations in transplantation. Such an analysis wants to emphasize possibilities of variations of models of Chinese teaching and show major reasons which leads to the inefficiency of most models of Chinese teaching. The last part is a response to the former part. It tries to outline the ideal development of models of Chinese teaching. Of course, this outlining is not perfect. Its main purpose is to show how to study models of Chinese teaching in a comprehensive, systematic and dynamic view. In addition, the bright prospect of models of Chinese teaching depends on all Chinese teachers' commitments. So this thesis concludes with the hope for all Chinese teachers.