Ontological Research Of Chinese Curriculum Knowledge

In2001, our government started the Chinese Curriculum Revolution of the elementaryeducation in the new century. After more than ten years of practical explorations, the ChineseCurriculum Revolution has obtained a remarkable result, and renewed the teaching idea of thecurriculum.The standard of Chinese curriculum has obtained wide approvals from theelementary and middle school teachers. About the Chinese curriculum knowledge, the newCurriculum Revolution has brought the new curriculum knowledge conception and teachingsuggestions. At the same time, in the aspect of understanding and implementing Chinesecurriculum knowledge, there always are arguments and deviations. At the end of2011, theMinistry of Education has promulgated the revised standard of Chinese curriculum, which haspersevered and adjusted the concept and teaching suggestions on Chinese curriculumknowledge. The Chinese curriculum knowledge has received the deep influence of “theepistemology” for a long time. The philosophy epistemology is in the promotion of thedevelopment and advancement of Chinese curriculum knowledge, and its dominance on Chinesecurriculum knowledge is also extremely destructive. In Chinese teaching practice, we still maysee the disassimilation of Chinese curriculum knowledge under the epistemological shackles,appearing utility, authority and other unhealthy tendencies of its learning. The study of Chinesecurriculum knowledge is regarded as the method which serves for the test, emphasizes on themechanized training, and pursues the absoluteness of efficiency, and is limited to the category ofepistemology, which forgets the existence of teachers and students. The Ontological value ofChinese curriculum knowledge has been written off. The deviation between the Chinesecurriculum knowledge learning and human has appeared. The rich significance of Chinesecurriculum knowledge has been camouflaged brutally.To drive forward the new Chinese curriculum and teaching revolution of elementaryeducation till now, the Chinese curriculum knowledge learning turns to be the main problem inthe reformation. At present, the research of Chinese curriculum knowledge presents manyinsufficiencies: first, the Chinese curriculum knowledge is more about Chinese itself, alwaysspins in the circle of Chinese discipline, specially limits in “the elementary knowledge " whichconsists of characters, words, sentences, languages, rhetoric, logic and articles; Second, aboutthe debate of Chinese curriculum knowledge system, the pros and cons cling to their owninterpretation, unable to agree with each other. People concentrate to the argument about Chinese curriculum system and its construction, not yet can jump out the confines of Chinese language;Third，people keen on putting the epistemological value of Chinese curriculum knowledge andthe significance world of individual survival and spirit in conflict. Last, at present, the researchof Chinese curriculum knowledge is still quite dispersible, and has not formed the system.Therefore, we need to draw support from the mental perception of the ontological philosophy,from the angle of curriculum and instruction, looking for “the thinking of existence” of theChinese curriculum knowledge again.Looking from the ontological angle, the ontological significance of Chinese curriculumknowledge mainly refers to that it looks after, nourishes, protects and sustains learners’ spirituallife, and helps them to experience the enrichment and significance of their lives. The perspectiveof ontological significance of Chinese curriculum knowledge may be understood from threedimensions as follows: the main dimension is to help the learner of Chinese curriculumknowledge feel the self-existence; the dimension of significance should present the ontologicalsignificance of the Chinese curriculum knowledge as far as possible; the surmounting dimensionis to promote the learner to construct oneself.The focus of this paper is to explore the understanding framework of Chinese curriculumknowledge, in order to establish more suitable native languge curriculum and teaching faith oflearners’ developing Chinese curriculum knowledge. Started from the conceptual limit ofChinese curriculum knowledge, its epistemological foundation has been deliberated andexamined; Then according to the the historical vein of Chinese educational development, thearticle focuses on the historical depth, carries on the analysis to the historical circumstances ofChinese curriculum knowledge, and induces the summary on the Paradigm Evolution Law ofChinese curriculum knowledge; then combs the attributive state’s classification of Chinesecurriculum knowledge,uses the viewpoint of “the theory of human nature” and “the integratedsignificance” by Fenix, and constructs one kind of possible frame of Chinese curriculumknowledge system again; then it is about practical inspection and implicit exploration of thepresence of significant Chinese curriculum knowledge, separately presents the knowledgerealistic condition which is in the Chinese classroom teaching practice and its original existentimplication.; finally, from the applied angle, this paper elaborates teaching realized strategy ofChinese curriculum knowledge under the Perspective View of Ontology.This paper altogetherhas six chapters:Chapter one takes the conceptual limit of Chinese curriculum knowledge and theexamination of epistemological foundation as the beginning, has distinguished several conceptsin teaching which people often confuses, thus summarizes the characteristics of Chinesecurriculum knowledge, simultaneously carries on to deliberate and examine the epistemological foundation of Chinese curriculum knowledge.Started from the ancient Chinese education, to the current Chinese Curriculum Revolution,along the historical path of Chinese education, chapter two analyzes the existent significance ofChinese curriculum knowledge in each historical destiny, and strives for obtaining a clearlycognition aboutits specific manifestations in different historical periods. With the aid ofindividual and public knowledge, this chapter analyzes the Paradigm Evolution of Chinesecurriculum knowledge.Chapter three aims at discussing the attributive classification of Chinese curriculumknowledge as well as the system construction. From the perspective of intellective properties andclassification, this chapter arranges domestic Chinese existing knowledge on Chinese languagecurriculum theory and its classification, and analyzes its advantages and defects. Talking fromthe contention about the reconstruction of Chinese curriculum knowledge system, it advocatesthe generated localization of Chinese curriculum knowledge. According to the theory of humannature and integrated significance, it attempts to construct the Chinese curriculum knowledgesystem based on the realization of stimulative significance.Chapter four begins from two aspects, one is to use the narrative method and teachingcases, and presents the lack of existent significance of Chinese curriculum knowledge; Two is tojump out the pure epistemological horizon, from the broader ontological sight, taking the learnerof Chinese curriculum knowledge as “the whole person” who initiatively pursues the ontologicalsignificance of the curriculum knowledge,in order to realize the consideration of curriculumknowledge on one’s own existence.Chapter five elaborates the teaching realized strategy of Chinese curriculum knowledgeunder ontological horizon. It mainly ponders from four aspects including reconstructing theOntological concept and learning theory of Chinese curriculum knowledge, accurating the spiritof the dialogue in Chinese curriculum knowledge teaching, seeking the double-deckedbidirectional mutually construction of knowledge on Chinese curriculum, and reverting thepoetic cultivated function on Chinese language curriculum knowledge.In brief, the ontological philosophy even more adapts to the specially poetic characteristicand strong humanities color of Chinese curriculum knowledge, highly pays close attention tohuman existence and the learner’s display of subjectivity and uniqueness, can manifest thelearner, the intellective mainbody ’s main spiritual return and self-awareness awakened. TheChinese curriculum knowledge absorbs ontological visual field again on the basis of usingepistemology, will certainly play an important role of inspiration and guidance, regardingexcavating the connotation and charm of Chinese curriculum knowledge, as well as activatingrich significance of the meeting between teachers, students and curriculum knowledge,etc.