Research On Developing Chinese Language Thinking In One-to-one Network Environment

Developing thinking ability is an important goal of education. Physicist Laue hasmade it clear that:"It’s important not to acquire knowledge but the development ofthinking skills education is nothing more than all things forgotten when the remainingdown." There is no doubt that the remaining thinking skills. Language thinking as animportant goal of language teaching has been the unanimous approval of domesticand foreign experts and teaching institutions, however, the current theoretical researchand teaching practice status quo does not keep pace.IT-based on network and multimedia provides a tremendous opportunity forChinese language teaching and development of Chinese language thinking. IT givesLanguage Thinking more original thinking material and more language practicecontent, it is also conducive to achieving a more comfortable thinking perspectiveswitch. With the1:1network environment into the classroom, to explore ways todevelop Chinese language thinking has become an inevitable issue. This studysuggests that we must solve three problems to put forward the strategy and guidanceof Chinese language thinking in the1:1network environment:The first, combing what is the Chinese language thinking and the characteristicsand mechanism of it.The teaching environment has changed, there is no fundamental change in abasic form of Chinese language thinking. We discuss how to promote the developingof it only by knowing the characteristics and mechanism of Chinese language thinking,either in the IT environment, or in the traditional teaching environment.This paper teases out the elements of the Chinese language thinking, thecharacteristics and mechanisms, based on a large number of observation on theChinese language front-line classroom teaching and extensive study on psychology,aesthetics, philosophy, literary theory, semiotics, and other related literature.The sorting out and researching is not based on a large and exhaustive study, butrather focused on the feeling profound, a typical way of thinking and training strategy.Second, analysising of the supporting role of1:1network environment todeveloping Chinese language thinking.Multimedia technology brings a rich and vivid intuitive experience in Chineselanguage classroom and gives students the opportunity to face the whole world. However, network multimedia technology for Chinese language classroom is not onlyintuitive experience, but also cognitive tools to promote Chinese language thinking.With the expand resources for reading and writing words appropriately designedeveryday, teachers and students practice “Reading/Writing Integration” teaching mode.In this mode, students can integrate the reading and the writing. Reading trulybecome the basis for writing. Reading can enrich students’ life experiences, andinspire the perception and internalization about various schemata, and colludebetween the students’ individual experience and author’s experience, and helpstudents generate their own unique intention about the world, so as to lay thefoundation for students’ self-creation. Students’ articles can be creative, appealing andmeaningful because they have the perception, thinking, inspiration. On the other hand,students will be more interested in reading and more in-depth understanding, andimagine broader.Third, putting forward the sub-stylistic “Reading/Writing Integration” teachingstrategies.On the research base of Chinese language thinking, we need to explore in detailabout how to use the1:1network environment to promote the achievement of thegoals of this teaching, especially how to achieve their goals efficiently and effectivelyin the teaching process that has not the relationship between sequence and structure ofthe text. This paper has studied and teased out various stylistic features, and putforward Sub-stylistic “Reading/Writing Integration” teaching strategies in order tograsp the text’s core values and training on the thinking ability of Chinese language.