Research On Awakening Education Of Language

This paper introduced the Awakening concept from the Germany CultureEducation School, drawing experience from the theories of Westernpsychology, education, literature and art, philosophy, combining with thehistory and current situation of the language education of our country,trying to establish the awakening education theory system on languageeducation, and searching for the practical strategy. There are4maintasks: Firstly, run by the concept and intention of the Awakening andAwakening education, and drawing experience from theories of education,literature and art, psychology, philosophy and those relevant, researchthe essence, character, structure, and the value pursuit of the Awakeningeducation concept. Secondly, Reassess the Language education of Chinafrom the Awakening education’s perspective, find out the pearls ofAwakening education which lying in education history, drawing goodexperiences for current language education. Thirdly, trying to researchthe practical strategy of Language awakening education, providing thepossibility of Language awakening education practice, embodying the realvalue of the Language education. Fourthly, analyzing cases of famousteacher’s classes with the concept of Awakening education, summing upthe wisdom of Awakening education, giving practice help to the languageeducation in plateau period. There are6chapters in this paper. Theabstract content of them as follow:Chapter I Elaborating the essence of Language awakening educationThis chapter is the start of this paper. There is theory innovative. First,Starting from the etymology in Chinese and the West of the word Education,using the concept of Awakening of Germany Culture Education School, makingclear the essence of awakening of education. Then, answering the two basicquestions of awakening by what and awakening whom, make clear the contentand main factors of Language awakening education。The Language awakeningeducation exists in language ontology. It was generated in3sides:language, ideal and aesthetics. Formation of Language awakening educationexists in the student ontology, including awakening the original nature,the reality of life and self actualization.Chapter II Finding the theory source of Language awakening educationThis chapter extricates the theory source and sum up it’s developinghistory of China and the West. One is researching the origin and development of the awakening education with the western educationtheories centered around the Germany culture education. Second is toreassess the Language education of China in the view of awakening, findingout the awakening concept lying in Chinese traditional language education.Third is to elaborating the awakening concept in the current renovationof language classes, searching for the practical significance of Languageawakening education.Chapter III Embodying the value of Language awakening educationThis chapter is the natural continue, the general target and guidingprinciple for Language awakening education. Embodying particularly the4value of Language awakening education in the view of human source are:awakening self consciousness, returning to Id and ego, awakening lifeconsciousness, searching for the meaning of exist, awakeningconsciousness of aesthete, enjoying the feeling of freedom, awakening theconsciousness of innovative, achieving self-transcendence. Embodying ofthe4value directs the Language awakening education and answer thequestion of how can we know they are awakened.Chapter IV General characters for Language awakening educationThis chapter started from the noumenon of Language awakening education,finding out the basic characters of Language awakening education in it’s start, development, way and target. They are endogeny, experience,cultural and constructiveness. And then the basic characters of languageeducation with the view of awakening education is made clear, the spacemodel of Language awakening education was established.Chapter V The implementation strategies of Language awakening educationThis chapter is the bright spot of this paper. It breaks through thelimitation of the Western Culture education which emphasizes in thinkingbut not practice. It makes efforts in implementation strategies,combining language teaching practice and awakening education. It leavedthe Awakening education from theory to practice indeed. Readinginstruction is the most important point in language education. So, thepaper elaborated in detail the Awakening theory through several sides ofreading instruction as reading activities, content of readingconstruction, reading construction procedure, language for readingconstruction and so on. That is to say, this chapter is the integratedapplication of the concept and theory structure which were establishedin the upper chapters. Chapter VI Analyzing cases of Language awakening educationThe space schema of Language awakening education was described throughmulti-angle elaboration of the Language awakening education in the upperchapters. The key point of this chapter is focusing on the carrier andway of language education. They are teachers and the classes.Then itreassessed the form should be of language education with the characterof awakening in the view with the help of theory of awakening. Here, itchooses Yuyi, Qian Menglong, Ly Zhenxi,3famous teachers in contemporaryChina language education as our research subjects, making strong actualsupport to the theory of Language awakening education, givingenlightenment and drawing experience for current language education.Except these, there are introduction and conclusion. The introductionstarted from the enlightenment of the awakening experiences of manyfamous’s language studying, giving the reason for the research, thenanalyzing the situation, value, meaning, way and means for the researchof this paper. This part is the premise for the adapting chapters. If itis researching the Language awakening education theory system in the viewof “learning”of students in the upper chapters, then, the conclusionshifted the view point to “teaching” of teachers to find out theconditions needed to practice Language awakening education theory,establishing the view point of No awakening teacher, No awakeningeducation.