Research On The Concept Of “Ture Chinese Teaching”

Facing the chaotic phenomena that “untrue teaching, untrue research, untrue report, untrue achivements, untrue reputation” can be seen everywhere in Chinese education after curriculum reform, people call for “True teachers! True studying! True evaluation! Under the banner of true Chinese, teaching true Chinese! Authentic Chinese! Good Chinese! ” The concept of “True Chinese teaching” has thus emerged. “True Chinese teaching” is opposite to “false Chinese teaching”. The formation of true Chinese is a process of elimating the false and retaining the true advocating that Chinese education should come back to “language-centred, Chinese activity-based and Chinese comprehensive quality-amied ” phenomena.This paper will be divided into four chapters to analyze the essence of “True Chinese teaching”.The first chapter is the introduction which explains the causes of the selection of this subject, research purposes, research methods etc. It mainly combs through the major achievements of the discussion about “True Chinese teaching” and defines the two important concepts of “True Chinese teaching” and “false Chinese teaching”.The second chapter begins to go to the point, which is divided into two sections to introduce the forming process of true Chinese view. The first section mainly summarizes the “false Chinese” phenomena in Chinese public class and daily Chinese class; the second section mainly discusses the presentation of true Chinese, the connotation of true Chinese and briefly introduces three true Chinese mentors’ ideas who have deep influence on “True Chinese teaching” view.The third chapter is the main chapter of this paper. Combined with teaching cases, tt discusses the essence of true Chinese from such three aspects as students’ learning, teachers’ teaching and teaching content finding out what true Chinese requests for Chinese class. The essence of true Chinese is the integration of students’ “truly learning”, teachers’ “truly teaching” and “teaching true knowledge”. The first section explains how students truly learn Chinese in class through such three aspects as reading, book and writing, i.e. “true Chinese” is solid Chinese; the second section tells how teachers truly teach Chinese in class from three aspects as text interpretation, teaching language and teaching methods, i.e. “True Chinese teaching” is poetic Chinese; the third section discusses how to teach true knowledge in class from three perspectives of reading teaching content, writing teachin content and oral teaching content, i.e. “True Chinese teaching” is “daily Chinses teaching”.The fourth chapter chooses an instructional design and a classroom record to analyze how to implement the concept of “true Chinese” in teachin practice. The structional design of Mulan Poem is created by the author according to the concept of “True Chinese teaching”, which mainly analyzes from teacher’s perspective; the classroom record of Red Cliff Ode is selected from PEP teaching CD of Chinese teaching reference book, which mainly analyzes from students’ perspective; these two articles both focus on teaching content and learning content.In the conclusion, it points out several misunderstandings that “true Chinese teaching” view should avoid and the development trend of “true Chinese teaching” view.