The Research On The Curriculum Content Of Chinese Literature Instruction

From 80 years of last century, literature education gradually got a status that it should have in Chinese subject. After suffering the"embarrassment in the end of the century", people came to agree about its importance and necessity, and they began pay more attention to its construction and implement on curriculum and teaching aspect. With the issue of new curriculum standards, the reconstruction of Chinese curriculum and its teaching content became one of the most important tasks. And as an essential part of Chinese curriculum, literature curriculum spontaneously got a very important research moment.With these backgrounds, I began the research of literature curriculum content. On the one hand, because the literature teaching is an important constituent of Chinese teaching, the literature curriculum content research is an urgent need for implementing the ideas of new curriculum and pushing the development of Chinese curriculum and teaching to much more depth. On the other hand ,there are serious problems in literature curriculum that the past research is stressed in experience and sentiment and it's very hard to have a break through on research method, so although they mentioned the research of curriculum content, majority of them centralized on the knowledge system of literature, seldom scanned the aim of literature curriculum and do the research on the relationship of curriculum aim and content. Based on it, this research took an depth consideration on the research method. Taking the view of curriculum theory and taking the distinguishing between the literature and the article,between the literature teaching and the article teaching as a logic start, it did the fact-property-research of the real situation about the literature reading& writing teaching from the two levels of the curriculum and the teaching material, studied the questions including that what is the content of literature curriculum, why, and what is its impact, tried to construct the ideal mode of literature curriculum content, and put forward some valuable suggestions to the important question of"what should literature teach?"The first chapter of this paper is like a lead, according to the logical skeleton of"literature education—literature curriculum—Chinese subject literature curriculum—content of Chinese subject literature curriculum", get to the topic: Content of Chinese subject literature curriculum. Firstly, through the distinguish of the concept"literature education"and according to the practice of our research about literature education, it builds its research frame; Secondly, it analyzed the modality of literature curriculum: individual literature curriculum and non—individual literature curriculum;explicit literature curriculum and tacit literature curriculum; Thirdly, it analyzed the relationship of Chinese subject literature curriculum and language curriculum, put forward that Chinese subject literature curriculum had a characteristic of"language learning"route; last, on the base of discussing aim of literature curriculum, from the relationship of curriculum aim and content ,it constructed the framework of how to analyze literature curriculum content. This framework divided into two levels, the first one is the content of reading &writing literature curriculum under the general curriculum aim, and the second one is three aspects in literature curriculum content :knowledge,"fixed text",activity ,which are under the three aims :cognitive aim, literary aim and expressive aim .The aims of the framework of how to analyze literature curriculum content is in accord with Three-dimension-Aims in the New Curriculum Standard in principle.Taking curriculum as an angle, chapter2 to chapter 3 in this paper discussed the content of literature curriculum. Aimed with literary reading and writing, Chapter3 and chapter 4 in this paper analyzed the problem of their choosing the curriculum content, discussed the reason of this problem, tried to find ideal curriculum content in order to realize the goal of literature curriculum. As a whole, they emphasize on the criticizing the current situation and disclosing the current problem.Chapter 2 criticized on"Pseudo Literary Reading",Pointed out that it mixed literary reading and article-applied reading ,which has caused the internecine of both . Chapter 2 pointed out that literary reading and article-applied reading should be independently and they can be discussed on"teachability"and"learnability"in order to promote students'literary reading ability.Criticized on teaching write of"Scribbler Works",Chapter 3 emphasized the importance of distinguishing the literary writing teaching and article-applied writing teaching. Meanwhile, it analyzed the reason why literary writing teaching and article-applied writing teaching are unconnected. It re-estimated the value and analyzed the aim of literary writing teaching .Taking teaching material as an angle, chapter4 to chapter6in this paper discussed the content of literature curriculum. All in all, they laid the stress on ideal construction of curriculum content. According to the analyze above, literature curriculum can be divided into three aims, they are cognitive aim, literary aim and expressive aim. Correspondingly, the aspects of literature curriculum content are literary knowledge, literary fixed article, literary activity. These three chapters discussed the three aspects and analyzed the relationship among them.Aimed with literary knowledge in Chinese teaching material, chapter4 coordinated literary knowledge in the Chinese curriculum, it also discussed the relationship between literary knowledge and cognitive curriculum aim. Mainly, it cleaned up the changing experience of literary knowledge modality, and then it concentrated on the two points about the problem of the literary knowledge: the one is the type of literary knowledge; the other is the presentation of literary knowledge .The former one analyzed the relationship between"academic literary knowledge"and"school literary knowledge", summarized the bases of current types of literary knowledge, constructed the model of transferring literary knowledge modality. The latter one cleaned up the changing experience of literary knowledge modality and scan the trend of presentation of literary knowledge modality abroad, brought forword the design notion of cultural ecology emphasized"three-correlation"knowledge in length and breadth.Aimed with"fixed articles"in Chinese teaching material, chapter5 analyzed the literary"fixed articles"which are already in the Chinese curriculum ,and how they are choose, combined and expatiated ,it also reviewed the relationship between"fixed article"and literary curriculum aim. On the problem of choosing articles, it summarized the characteristic of"fixed articles"firstly, and then it pointed out the relationship between the process of choosing about literary"fixed articles"and the course of literary works transforming liertary classic.Last, it summarized two main modes on choosing of"fixed articles":Object Mode and Context Mode;On the problem of"fixed articles"combination, it firstly pointed out the two types"independent fixed articles"an"fixed articles as essential",and then discussed the"fixed articles as essential"from the two dimensions of combination types and structure relationship. On combination types, the paper put forward three basic ones and two expanding ones. On the structural relation, it distinguished three units: the strong field type, the weak one and the intermediate one, and put forward three relational modes: field independence type, field dependence one and the intermediate one according to the unit integrity's influence on the curriculum content. On the interpretation of fixed article, it firstly analyzed the three interpretative forms including the value-based one, the knowledge-based one and the activity-based one, and secondly summarized the five orientations of the literature fixed article including Sociology, Literature and Art, Linguistics, the Article Study and the Reading Study, and finally introduced three interpretative modes of the literary fixed article including the discipline one, the dialogue one and the education one.Aimed with literature activity in the Chinese teaching material, chapter 6 took an noumenal investigation on the literature activities which are already integrated in the Chinese curriculum including its all the types and functions, and saw about the relationship between literature activity and expressive curriculum aim combining with the curriculum objectives. In the main content, this chapter put forward the idea of literature activity education and analyzed its noumenal meaning, then constructed the framework of"literature activity education". The problem of literature activity has been concentrated on the two aspects: one was types and functions of literature activity; the other was literature activity curriculum design. According to the different modalities, the former one was divided into three types: the material activity, the communicative activity and the media activity and their function and effective statement of the content objects were analyzed. The latter one introduced the definition of"activity literature text", put forward the aid-oriented design mode and independent one of activity literature text ,and explored the optimal combination on the activity literature text and narrative literature text, the activity literature text and the exercise systems.