Chinese Language Education From The Perspective Of Linguistic Philosophy

The philosophy research of Chinese Language education must surmount the academic consciousness with narrow tradition; place itself in the midst of the broad visual fields of contemporary philosophy and culture development. The Linguistic philosophy as a most magnificent page of the 20th century history of philosophical development, extremely powerfully developed the border and the space of Linguistic speculation rationality. The infinite sight opens wide which from the Linguistic philosophy reconsiders and defense Chinese Language education, will expand the academic vision of the Chinese Language education enormously, will promote the level and the boundary of philosophical study, will really promote the research on Chinese education's philosophical turn.The Linguistic philosophy is not a sole philosophy movement, it is not only the whole description of the first half of 20th century entire west philosophy linguistic turn movement, more over to sum up all philosophy thought related to language. Although the linguistic philosophy first uses in the speech analysis philosophy, but afterwards other philosophy movements also all are sharing the linguistic philosophy given name. Under this collective noun, also has the language analysis philosophy in the strict scientific significance, also has the explanation study linguistic philosophy in the phenomenology significance, and meanwhile has the structuralism linguistic philosophy in the linguistics significance.In the visual field of linguistic philosophy, the language is the person's most important symbolism. Said the language is one kind of symbolism, is one kind of person's study important theory discovery. Symbol world discovery, whether by intention or not, no matter to the mankind in general or for life individual, all is a very amazing thing. Astonished is Symbol itself takes to person's one kind of invisible thought strength, is the human true thinking beginning, also is the human creativity fountainhead. The Chinese Language education should open languages as the surprised strength of world of the symbol, awakens the person's own creation spirit and the freedom of will, and stimulates the people regarding the unknown world and the mystical thing infinite hope.The different Chinese Language education standpoint and the idea meant the different ontological way, the different Chinese education ontological way decided the person between the world and the language different position and status, also has decided person's different Chinese life and spiritual special characteristic. The Chinese Language education subject --object ontological way is our country modern and even the contemporary Chinese Language education basic ontological way, In its view, Chinese Language teaching (study) is the process student under teacher's instruction through the study language and writing understanding exterior the objective world process. In the Chinese Language education all mystical difficult solutions, subtle allusion, complicated to be profound, the Peru sound by-pass thing all captured and revised by rigorous and persistent scientific cognition and the analysis spirit. Not only the Chinese classroom teaching becomes one kind to be scientifically controlled and adjusted pattern public procedure, moreover language itself also gradually has lost the poetic sentiment creation life vigor under this kind of subject and object dualism epistemology pressures, transforms for the slogan -like, the label, false symbol rubbish. The Chinese Language education present --non-present ontological standpoint is to subject and object dualism standpoint one kind of surmounting. But it certainly incompletely denies the Chinese Language education's epistemology function, also incompletely denies the logic in the structure knowledge world's decisive strength, but diligently plant this kind about the world object understanding into person and the world's dialogue relations grasps, person's subjective creation spirit which is squeezed by knowledge objective on the philosophy edge is called back, leads the existence in appearing from the one-sided knowledge mirror image which person's whole consciousness can move in, leads in the language infinite open wide. In the concept of communication practice field of vision, the Chinese knowledge world not only the static proposition stated, but is person's emotion and the will vivid expression; The Chinese imagination world not only supposes well possibility in advance, but being created by practice constantly and surmounted its own possibility even more, not only individual thought interior surmounting, more over surmount commonly among the subjects.The China and the west philosophy greatly different, from the philosophy spirit, the idea method to the language indicates all have the fundamental difference. Looked from the philosophy history angle, the China and the west philosophy most important difference is lies in the Chinese tradition philosophy not to have the western philosophy concept metaphysics idea that is the Chinese philosophy does not have the western philosophy unique "the ontology". Chinese philosophy lacks the ontology, not only has manifested the china and the west language characteristic difference, and has reflected the china and the west thinking mode difference. The western thinking pays attention to deducing, China's thinking pays attention to the intuition. The Chinese philosophy "refers to the principle" spiritual makings, profoundly has affected our country Chinese Language education tradition and the makings. In the philosophy makings, China ancient Chinese education lacks the truth world aspiration and pursues consciousness of the other shore, As to the mechanical logic regulation, pays attention to the realistic life experience ponder. In the Chinese Language education function, has a more profound consciousness to Chinese Language education emotion awakening and the ethics standard strength, thus pays attention to the Chinese Language education's social enlightenment and ethics inheritance value, has neglected the Chinese Language education's epistemology value; In the Chinese Language education method, opposed the rationalism analysis spirit and the precise idea, use the counter- hay, the imitation, the realize, the practice study method.Making a general survey of the Chinese Language education evaluative history, have two essential historical period is especially noticeable. One is called the Chinese culture axle center the Pre-Qin period's many schools' discussion, second is the Chinese modern society's beginning - May Fourth New Culture Movement. The pre-qin period's 'many schools' discussion establish direction and road of China's ancient Chinese Language educational thought development, it has not only provided the ideal Chinese educational content model for the later generation, more over has opened the Chinese Language education to the radiant humanities world window, has decided the later generation Chinese Language education basic value orientation and the aesthetic interest. May Fourth New Culture Movement, basically have subverted the entire ancient Chinese Language education tradition in a shorter time, and has caused the modern Chinese Language education true occurrence. The vernacular literature movement not only has provided the new study content and the study tool for the modern Chinese Language education, more over has established the modern Chinese Language education basic value pursue and the thinking method, impelled the Chinese society by the rapid popularization initiation strength from the feudal old culture to modern new culture difficult reforming.The Chinese Language education modernization not only displays in the language and writing instrumentalism revolution, more over also displays in the Chinese Language education modern values establishment. From the language philosophy angle, profoundly knew the writings in classical Chinese and the vernacular literature as the thought tool with the thought as the main body intrinsic difference, dialectically regards each kind of argument which has already occurred in the history, rationally establish writings in classical Chinese and the vernacular literature in the modern Chinese Language education reasonable value and the function, are clarifies various fuzzy idea, break through theory limitation of Chinese Language education, explore Chinese Language education modernization new time connotation important task.