A Study On Language Training In Chinese Teaching

The classical proposition that Chinese teaching is both a science and art has claimed theoretical requirement to change the teaching goals and objectives of Chinese teaching, which provides a new orientation to reverse the prevalent teaching thought and behavior of "I believe","I think". Obviously, the teaching assertion of "I believe","I think" has no connection with science and is even in conflict with teaching art. While the above unscientific Chinese teaching leads to people’s dissatisfaction with the lack, slowness, ineffectiveness and costliness in the current. Chinese teaching. Therefore, a curriculum reformation is emerged at the turn of the century. Nevertheless, the past one decade hasn’t viewed fundamental changes in unscientific and difficult Chinese teaching. Through literature research, comparative research, historical research, and case study, from the angle of Chinese teaching content, this paper laid foundation for scientific Chinese teaching content so as to dig out the theoretical basis and practical significance for language traning in Chinese teaching.This present paper consists of four chapters. The first chapter is introduction; the second to forth chapter is the main text; and a conclusion is followed. The text is developed under a logical structure that raising questions, analyzing questions and solving questions. Chapter2revels the problems in language training from the opposite side; chapter3lays a theoretical foundation for language training; chapter4deals with how to develop language traning practically in Chinese teaching.The introduction mainly points out the origin, significance, research status, literature review, the train of thought and research methods.Chapter two deals with the change of language training from curriculum philosophy to teaching practice. Starting from figuring out the problems, this chapter mainly elaborates the change of language training from the arguments on the nature of Chinese curriculum and Chinese teaching practice. The arguments on the nature of Chinese curriculum includes four types, namely, arguments between classical and modern Chinese, form and meaning, instrument and thought, instrument and humanity. That all those arguments start from the instrumental criticism demonstrates the logical, ontology and methodological dilemma in the nature of Chinese curriculum. The lack, slowness, ineffectiveness and costliness in the current Chinese teaching prevent the development of Chinese education which is presented in the teaching of speaking, reading and writing. Chinese teaching knowledge teleology demonstrates the inner logic of training change. To be more specific, the change is showed in the shift from focusing on the nature of Chinese curriculum to the practice of Chinese teaching, from instrumental criticism to the difficult current situation, from standard "inscribes sea" to the excessive training deletion in the curriculum standards.Chapter3is concerned with the essence of language training. This chapter elaborates the essence of language training from the content, classification and teaching methods of language. Saussure’s distinction between langue and parole provides reference for the study on language traning, however, the integration of both is more valuable for the present study. To make clear the distinction and connection between langue and parole, langue is considered in narrow and broad sense. In narrow sense, langue is different from parole; in broad sense, langue comprises both langue and parole in narrow sense. In Chinese teaching, the integration of langue and parole is embodied in teaching goals, teaching objects, teaching process which is corresponded to language use, language works and language activity respectively. Language training in Chinese teaching is permeated in language knowledge, language meaning, language use and language sense. Language knowledge, like background knowledge, is the presupposition and basis in Chinese teaching; language meaning includes the word meaning and sentence meaning; language use focuses on meaning in context; language sense, the highest requirement of Chinese teaching, refers to our sensitivity to language. On the bass of background knowledge, teachers can cultivate students’language sense by analyzing language meaning and language use so as to form a good language accomplishment and then to achieve the teaching goals and requirement. On this foundation, the author proposed the essence of language training that is to enable students to master the standard techniques and methods and to promote activity standardization by teachers’ intentional, planned instruction and demonstration. In short, the key of Language training is through the cooperation between teachers and students to improve students’ language accomplishment in teaching content, methods and principle and so as to promote the transformation of the selection and generation of Chinese teaching content from knowledge-oriented to ability-oriented.Chapter4is devoted to explore how to develop language training. To figure out the efficient way of developing language training, this chapter elaborates how to develop language training in listening, speaking, reading and writing based on the case study. According to the text-oriented and individual-creation-oriented language training ways, reading teaching is focused on text such as discussing, practical and literary articles. To cultivate students’writing ability, it is necessary to achieve the three-dimensional language training mode which pertains to the integration of life, idea, and culture. While the oral communication teaching should highlight the uniqueness of the oral communication and pay attention to the communication competency.In conclusion, two attempts in Chinese curriculum reformation are summarized. Through theoretical and empirical study, the author concluded that Chinese curriculum reform needs to return to the reconstruction of two category which are the Chinese teaching content oriented teaching material and Chinese teaching guided by communicative approach.