Paradigm Typical Language Teaching

A long time there are different views in the development of morphology in Chinese Teaching. It may be to say that each according to his lights. Some studies from the achievements of Chinese teaching development stages, some studies from the perspective of the Chinese teaching school, or from the various historical stages of characteristic selection with personal experience of education ideas, these studies are necessary, is also essential for Chinese teaching field. However, these studies are from micro or meso level of theoretical or practical language teaching research, lack of macro grasp. In this paper, I introduce Kuhn’s "paradigm" theory, review, summary and tease the development of Chinese teaching context on the basis of the Chinese teaching practice since the reform and opening up and the development of the history of Chinese Teaching. I propose three paradigms of Chinese Teaching:teaching paradigm, dialogue paradigm and experience paradigm united with the research point of views of Ni Wen Jin and Li Chong Feng The characteristics of teaching paradigm is that the view of the purpose on teaching points to knowledge and the view of communication between teachers, students is teachers monologue and acquisition of silent students formed from the long-term practice and teaching method is the method of lecture and analysis with the because of the test of knowledge means being test. There are four sections in the full text.Chinese language teaching in the first part is introduction, briefly introduced the typical paradigm research purpose and research significance of topics, research status and research methods.The second part is the thesis of the first chapter, through the paradigm and pattern and genre analysis, thus to define Chinese teaching paradigm, to interpret the connotation of the Chinese teaching paradigm. Some of the major factors in the Chinese teaching practice actuation paradigm shift is the decisive factor, such as transfer of teaching concept, the change of the dominant position of teaching activities and so on. According to the change of these factors, I specified the historical development of three kinds of typical Chinese teaching paradigm:"teaching paradigm, dialogue teaching paradigm and experiential teaching paradigm.The third part of the paper’s second, three, four chapters, mainly in the three models. Every kind of teaching paradigm has a common belief in the value orientation, is generally consistent. Teaching paradigm practitioners making their best effort to have the knowledge to the students, so this paradigm has existed for long time, has the characteristics of teacher’s the absolutely dominant position and pointing out the direction for the development of students. Paradigm of dialogue is an adaptation of the teaching development paradigm, and practitioners are common thought that the Chinese teaching must be to achieving the purpose of students acquiring knowledge through the multidimensional dialogue, is formed in the new educational situation with the characteristics that everyone has the right of discourse and participates in teaching activities. And it has the flexible thinking space enough to achieve the harmonious relationship in practice. It consists multivariate analysis on text, the dialogue between teachers and students democratically and freely and the communication between students and students. Experience teaching paradigm of the common value orientationt is that teachers arouse all students’ awareness through various forms, consciously active free aesthetic, to make life colorful. The experience paradigm points at the construction of the meaning of life, creating the game for experiencing the situation and roles. Its teaching process wide open and dynamic with the purpose of returning to life and to create an effective classroom to personally experience the text.Conversion of these three paradigms, making the teaching of showing progress, teaching subjects are different in the three kinds of teaching paradigm, Its evolution is from the traditional "Teacher is the Center" to "Everyone is the center" to "Every student is the center". The students’ subject status is increasing obviously. Its importance in the process of transformation of teaching paradigm is more and more outstanding.