Language Courses On The Construction

Based upon the current situations in Chinese language education and aiming at the problems existing in the research and practice of Chinese language education in China, the theory of Curriculum of Chinese language is new to the current research. It focuses on three tasks: first of all, to readjust the basic concept of the Curriculum of Chinese language, establish an analysis framework on the curriculum of Chinese language, including its targets and the teaching materials of Chinese language etc. Second, to explain the theory of different schools regarding the curriculum and teaching of Chinese language from an academic perspective, including comments on the key issues in the history of the Chinese language education. Third, to analyze the current reform of the curriculum of Chinese language, explore the theory problems arising from the reform from a background of diversified visions. The foregoing three aspects have different focuses respectively, while linking with one another under the circumstances they are regarded as styles of research. There are nine chapters in this essay, including:Chapter 1 Preface: the Theory of the Curriculum of Chinese LanguageIn the preface, the research on the theory of the curriculum of Chinese language is specified, which constitutes the premise of the subsequent chapters. First, a frame of reference regarding the research on the theory of the curriculum of Chinese language is set up, and five natures and seven hierarchies are differentiated according to the reality of the current research. Then, through comparing three groups, namely, the Chinese language education and specific forms of the curriculum of Chinese language, theory of the curriculum of Chinese language and theory of Chinese language teaching, as well as theories of different schools on the curriculum of Chinese language, the nature, objective and tasks of the research of the curriculum of Chinese language is defined.Chapter 2 Solving the Problem of the Nature of Chinese LanguageThis chapter aims to find out why there is a problem of the nature of Chinese language, and explores the proper ways to solve this problem, which sets a basis to the next chapter. First, a basic model is established to describe the Chinese language education research, and the grounds are revealed as to why the problem of Chinese language's nature comes into being by analyzing how such problem generates through models and contrasting with a normal model of the research of the problem. Then from the forms of language in a historic context, the developing process of the nature of Chinese language in the Chinese language education research in China for the pastone hundred years is traced in four stages.Chapters The Analysis Framework of the Targets of Chinese Language CurriculumContinued to the last chapter, this chapter serves as the general program to the following chapters. In the argument regarding the nature, the conflict between the nature of thought and the nature of instrument has evolved into the learning and analysis framework of Chinese language and its curriculum as well as teaching targets, which has its major limitation. After explaining the meaning of the analysis framework, the disadvantages of substantiation of the polar concepts and fragment of analysis ability are pointed out. Then the Cascading and Implicating Analysis Framework is put forth after introducing the efforts made by the Chinese language education circle to break through this framework. The Cascading and Implicating Analysis Framework shares the same principles as the Three Dimensions designed for the targets of the Chinese Language Curriculum Standard. Through the analysis of a sample of the targets of the Chinese Language Curriculum Standard in the U. S., the operation of the Cascading and Implicating Analysis Framework is revealed preliminarily, meanwhile, the function to use this framework as public platform is proved.Chapter 4 The Operation of the Cascading and Implicating Analysis Framework: the Direction of the Cu...