Study Process Of Transfer And Create On Humanistic Spirit Of Chinese Curriculum

In contemporary China, it is an undisputed fact that lack of humanism. Humanism crisis exist in society, it penetrates into the basic education which has the function of transmission of social values. Of course, language arts curriculum should also undertake some responsibilities which have transfer function of humanism. With regards to this, the study process of transfer and create on humanism of Chinese curriculum had been conducted, junior high school Chinese curriculum as the carrier, studied how the humanism transmit from curriculum standards to school textbooks to the classroom teaching. This study conduct the research on the different levels of Chinese curriculum, to construct specific content of humanism in Chinese language arts curriculum; Analysis on different levels and structures of humanism in the Chinese curriculum, explore the reasons of the gap. This study aims to settle some theoretical foundation for Chinese language arts curriculum; serve for the revising of curriculum standards and textbooks; serve for the training and professional development of Chinese language teachers; serve for the development of students through exploring the roads of fostering theirs humanism. Therefore, this research utilized comparative law, content analysis, case studies and other research methods, Through empirical research, some conclusions and recommendations have been conducted as following.Through analysis the humanism in different periods, national curriculum standards, the findings are found as following: Firstly, the content of curriculum standards continuous adapt to require of the age, meanwhile, it restricted to the era and the implementer's recognize level of discipline and students psychological. Secondly, the curriculum standards of Chinese and American have common character which aims at promoting student all-round development. They have different. The standards of American prone to pragmatism, it is specific, clear, concise, easy operation. But, Chinese curriculum standards are moderation, all-around, generality, vague and etc. Thirdly, new age Chinese curriculum standards highlight embody the idea of people-oriented, the standards of the texts selected permeated ideological education, embedded the factors of culture, but more and more weaken the knowledge of Chinese language and literary theory.Through analysis the humanism in different period four kinds of junior high school Chinese language arts textbook, the findings are found as following. Firstly, textbook is typical carrier of the curriculum organization which do its best to coordinate the unify of discipline, society and students; Secondly, content of textbooks make it best to balance relationship between interesting and knowledge, characteristics of its times and stability, globalization and nationality; Thirdly, as far as exercise, it do its best implement the unify of instrumental and value rationality. But, new age textbooks have shortcoming, due to the affects of society surroundings, its idea particular stress in humanistic, as far as the arrangement, there is rupture between the units, there is tensions between style and subject of unit, it is not system on portrait knowledge.We the following conclusions through the research on the situation of humanism in the different areas and teachers of different levels: humanism embodies the good relationship established between teachers and students. Students like studying Chinese curriculum and their teachers. Teachers transmit on humanism in the text and students obtain correct understanding about themselves, nature and society. Students obtain some Chinese learning method and develop their thinking. The reasons that the common teachers don't transmit on humanism lie in the following : they are less aware of the function and humanity of Chinese-language curriculum in thoughts; teaching model is not essentially transformed; the capability of conducting textbook material needs to be improved and the tactics of classroom management needs to be enriched; professional learning, training and study is should be increased to meet the need of teaching.Through the research on humanism of curriculum standards, teaching material and classroom teaching, the process of humanism transfer and create found to be self organizing system nonlinearity by synergism consisting of more factors. The subsystem in the system of curriculum, namely between curriculum standards, teaching material and the use of teaching materials, presents a great drop. The reasons is as following: Firstly ,the tension of theory and practice exists in different levels and structure of Chinese language arts curriculum; Secondly, the tension of the documents and implement exists in different levels and structure of Chinese language arts curriculum; Thirdly, there are different knowledge level among the makers of curriculum standards, teaching material and teachers; Fourthly, there is not smooth convergence from curriculum standards to teaching material to classroom teaching.This paper analysis the problems existing in the different level and structure of Chinese curriculum, for example curriculum standards ,textbooks and classroom teaching, put forward the targeted and operable proposal which based on the above-mentioned research conclusion, so as to effectively transfer and create humanism of Chinese curriculum and promote students'humanism.