A Study On Fusion Of Horizons Teaching Paradigm Of Chinese Teaching In Primary School

With the issue of Chinese Curriculum Standards of Compulsory Education:2011Edition, the reform of Chinese teaching in primary school is going to be deepened. Rational reflection on the achievements and problems of the reform of Chinese course in the last decade is favorable for the reform of Chinese course getting rid of the theoretical confusion and practical difficulty, and developing in a clear direction.From the perspective of transformative practice, there is a gap that can not be neglected between the vision and reality of the reform of Chinese teaching; the fundamental reason lies in the fact that traditional teaching ideology is profound and new type of teaching paradigm is weak in the process of the transfer from ideology to teaching practice. In this study, Chinese teaching in primary school is taken as the research object, and paradigm theory as system (structure framework), and the fusion of horizons in philosophical hermeneutics as method (method of thinking); Considering the problems exposed in current content analysis teaching, fusion of horizons teaching paradigm is constructed, which not only aims at the difficulty and sore point of current reform of Chinese teaching, but also enriches and expands the viewpoint of research on Chinese teaching.The study starts from problems and adopts the research approach of spelling over transformative reform+rationale reflection as well as literature method, case study method and survey method. The thesis is divided in to six parts:In the introduction, the origin, significance, questions, train of thought and the methodology of the study are presented. And some core concepts such as Chinese teaching paradigm are defined and discriminated.In the first chapter, from the origin of the teaching practice of Chinese teaching in primary school, the topic of crisis of subjectivity is focused, by which the "content analysis" teaching in Chinese teaching in primary school which is considered to be right due to the custom is self-criticized. And the characteristics, origin as well as the shield on the subjectivity of the students of it are revealed. On this basis, with the historical study on the teaching value and present survey of the view on the essence of reading teaching, the fusion of horizons teaching paradigm is led to come on the stage.In the second chapter, the basic principles of fusion of horizons teaching paradigm are elaborated. The thesis is mainly developed from the interpretation of fusion of horizons in philosophical hermeneutics to the interpretation of fusion of horizons teaching paradigm in teaching principles. And the meaning, characteristics, purport of conversation and connotation of teaching of the fusion of horizons teaching paradigm are discussed. From the third chapter to the fifth chapter, within the basic logic scope of constructing fusion of horizons teaching paradigm, discussion is developed from three levels, which are the teaching concept and teaching principle at the macro level, structural elements and mutual relations at the medium level and the teaching process and strategy at the micro level.In the third chapter, basic concepts and teaching principles of fusion of horizons teaching paradigm are stated. The connotation of the "body" of fusion of horizons teaching paradigm is mainly reflected in the innovation of the concept of teaching. Specifically, it is reflected in the view on the teaching objective, view on the teaching process, view on the relation between teachers and students and view on evaluation. The transform of concept of teaching is not only a shift of the center of teaching, but also a reflection on the modern significance of the development of students’subjectivity. Bounded multi-elements principle in fusion of horizons teaching paradigm is put forward aiming at the core issue of finiteness and infiniteness of horizons, which is to respond to the "conflicts in hermeneutics" in the Chinese reading comprehension such as unitary and multiple and bounded and unbounded.In the fourth chapter, from the perspective of the coupling of reading and teaching, the four structural elements of fusion of horizons teaching paradigm are analyzed; student in fusion of horizons teaching paradigm is the generator of meaning in the textual world; and teacher is the interlocutor in the jungle of roles; and text is the open response-inviting structure; textbook editor is the prognosis and promoter of expecting view of students. Static analysis on the teaching factors is aimed at grasping the characteristics of teaching factors as well as the inner links between them.In the fifth chapter, the operating mechanism and teaching strategy of fusion of horizons teaching paradigm are discussed. The operating mechanism of fusion of horizons teaching paradigm includes dynamical system and operational program. The internal fusion system of fusion of horizons teaching paradigm is the fusion of horizons between teachers or students and the text. And external fusion system is the fusion of horizons between the teaching subjectivities; Operational program of fusion of horizon teaching paradigm includes routine and four variants, which highlights the autonomy, participation, cooperation, and diversity of the reading of students. Strategy of fusion of horizons teaching paradigm is for the three teaching subjectivities (students, teachers and texts) and object elements, including the strategy of expanding the expecting view of students, the strategy of grasping the response-inviting structure and the strategy of promoting the communication between teachers and students.The proposition of fusion of horizons teaching paradigm is closely related to reality, but the purport of this study is sublating but not subverting:the reflection between fusion of horizons and Chinese traditional literary theory, the backwash of fusion of horizons teaching paradigm to content analysis, and complementation of fusion of horizons to idea of conversation all reflect that the intension of this study is revealing, diagnosing, discriminating and constructing.