The Research Of Mandarin Speaking Course In Primary School In The Period Of Republic Of China

Native language education, as the name implies, is made up of "spoken language" and "written language". As the saying goes, oral is for language, written is for article. However,the present Chinese education exists a common problem, the teaching of listening and speaking behind the teaching of reading and writing, listening and speaking teaching is even considered to be reading and writing teaching "belongings" and "by-product". In addition, the lack of the study on oral course is restricting the effective implementation of the primary school Chinese oral course. To improve the present Chinese education problems, it is necessary for us to review the history. Primary spoken mandarin course in the Republic of China Period is the early stages of the development of modern Chinese spoken language course. A lot of Republican education pioneers contributed to the development of primary spoken mandarin courses out of their life energy. By studying of Mandarin speaking courses in Republican primary, can provide a reference for the current primary school Chinese spoken language course development.This study focused on the period of the Republic of China primary school speaking courses, through literature research methods and logical analysis, respectively from germination, growth, low tides these three stages, combing with the theory and practice of speaking courses during the Republic of China period, involving in the preparation of curriculum standards, the preparation of national language textbooks, curriculum practice and research, trying to trace the evolution of the specific circumstances of the discovery,understanding the rich implication of speaking course in that period, revealing the specific implementation of the course. I will summarize the experience and defect of oral course construction, the implementation of oral course and studies of oral classes. The preliminary conclusions of this study are as follows. First of all, primary speaking mandarin course during the period of the republic of China which was not officially incorporated into the Chinese subject architecture, the course developed difficultly in stage of germination. In the growth period, it was placed in a curriculum standard, developed rapidly. At low tide, it affected by the specific historical background, the pace of development had stagnated. Secondly, there are three typical patterns of Chinese oral course during the period of the Republic of primary school: oral teaching in the composition; Childlike innocence spoken songs; popular style of spoken speech training. Thereby, it formed a view of Mandarin Speaking Course in primary school in that period; based on oral expression written curriculum development; education for men, opened the corresponding speaking courses; disciplinary basic position of Oral course.Thirdly, during the period of the republic of China primary school Chinese practice, there were three typical patterns of oral classes. Oral teaching in the writing, funny oral songs and popular style of spoken speech training. Thereby forming view of the Republic of primaryMandarin Speaking Course, included spoken language curriculum development based on the written expression, to open the corresponding speaking course, oral courses of discipline foundational status. Fourthly, it also has some problems. Overemphasize text consistent, it will eliminate the activity and complexity of the oral course. After blindly waste classical, it caused the lack of oral expression and weakening of poetic bookish character.At last, combined with the development of primary language spoken courses during the period of the republic of China, put forward the enlightenment to the present primary school Chinese spoken language course. To begin with, Correctly handle the relationship between spoken language and written language into a harmonious and balanced relationship. Then,rationally complete the dock with the traditional, classic with the pursuit of vernacular and classical homeostasis. What’s more, emphasis on the spoken language of the course is based on respect for people, people’s lives, people’s life experience. Reconstructing Chinese curriculum needs to start from reflection on curriculum philosophy.