Reflection And Construction

The basic question about curriculum is the question about curriculum content, Language knowledge is the main component of Chinese curriculum content. Chinese curriculum cann’t leave the language knowledge, ability complied with intention can be constructed only through the suitable knowledge.The proper understanding of the condition of knowledge, and the selection and organization of knowledge is an important prerequisite for designing curriculum. Because people take the problem about teaching of the language knowledge as amplification for problem about education on Chinese knowledge, it was considered that the problems were concentrated on the Chinese knowledge, the humanism contents was been added to Chinese curriculum after the New Reformation of Curriculum, and the value of Chinese knowledge was been weaken.It was been asked to refresh some concepts in the New Reformation of Curriculum,but was not been asked to refresh the Chinese knowledge which maintain the concepts. Taking the Chinese teaching method as the center to carry out reformation of the Chinese course can not achieve the purpose of reformation without altering the language curriculum and teaching content,because the content decides method, and the method can’t decide content, the essence of the method is the presentation of teaching content.Choice and reconstruction of curriculum content is the core of curriculum reformation. To readjust and reconstruct the curriculum content is the core of reformation of Chinese curriculum. Previous studies on knowledge of Chinese curriculum, often were confined to the internal additions and adjustment about the existed knowledge of Chinese curriculum, but the old knowledge were not removed and the old knowledge were not absorbed. The knowledge of Chinese curriculum is reflected and Constructed from the perspective of educational materials in the course level based on the contemporary knowledge view. Study on the knowledge of Chinese curriculum is discussed as follow:Analysis of the contemporary view of knowledgeâ†'Rational Reflection on the knowledge of Chinese curriculum based on view of knowledgeâ†'Study on the knowledge of Language curriculum in foreign countriesâ†'Reconstruction about Knowledge of Chinese curriculum based on the contemporary view of knowledge.On the framework, the whole thesis is divided into four chapters:The first chapter:Analysis of the contemporary view of knowledge taken as the basis of study. The contemporary view of knowledge is an important educational value, Because the choice about knowledge needs the view of knowledge as criteria on judgment about value, the organization of knowledge relates to the structure and types of knowledge, The knowledge of presentation and delivery relates to the knowledge of nature and types; Reflection and construction of the knowledge of Chinese curriculum also relates to Chinese knowledge of selection, organization, presentation and delivery etc..The contemporary view of knowledge is not only the renewal basis of knowledge of Chinese curriculum, We also advocate inquiry learning, constructivist learning and cooperative learning on the basis of it. The nature of contemporary knowledge has Changed:One is from the ontological view of knowledge to the subjectivity of the view of knowledge, which is caused by the philosophical foundation of the view of knowledge, the philosophical foundation has transformed from "the epistemology" for "the ontology". The second transition is from the static view of knowledge to the dynamic view of knowledge. The knowledge is considered to be static in the traditional philosophical epistemology. In the dynamic view of knowledge, the knowledge is not only considered to be objectivity, certainty, universality and neutrality,but also Culture, uncertainty, situational and value. The essence and nature of knowledge is grasped by development, changing point of view in the dynamic view of knowledge. The classification of knowledge of foreign scholars and the classification of Chinese knowledge of Chinese scholars is also discussed in this chapter,and these classifications are analyzed, the knowledge of humanistic value should be incorporated into the Chinese curriculum in knowledge classification.The second chapter:the reflection of Chinese curriculum content based on the view of knowledge.Chinese textbook,which based on the new curriculum standard,got some new elements aftercurriculum reformation:first,the new views was been shown in the Chinese text book,which was been proposed in the new curriculum standard;the Chinese textbook accelerate the reform of study ways of Chinese textbooks,confirm the students’ subject status in Chinese language study;the selected text in the textbook contains traditional and the modern,accelerate the textbook to be diversification and contemporary;the views of the writer has been changed,the content of text cordial and lively, readably;theliterary pieces totality and the quantity totality of the new textbook both below the traditional textbook.Thesecond,the textbook structure changed:set texts as a unit based on themes,break the style based on the literaltexts;the textbook pays attention to language practices,Integrated learning becomes the delight point; the textbook set the recommendation and reading practices.Thischapter has statisticthe Chinese curriculum knowledge:First,statistic the Chinese languagewhich applies in the view of Subject theory and dynamic view;Sencond, the chapter statistic the Chinese curriculum knowledge based on the general concept of knowledge.This chapter also discussed the problems of the Chinese textbook:lack of language practicel in the Subject theory and dynamic views,the curriculum problems, hiding the curriculum knowledge by the theme-based units.The third chapter:study on the knowledge of Language curriculum in foreign countries. Through the study on the knowledge of foreign language curriculum, these Enlightenments are Found:Firstly, the knowledge of language curriculum is scientific and it is very helpful to practice,which is because the influence of the practical curriculum research paradigm and the new development of Linguistics on renewal of native language knowledge; at the same time, a variety of language knowledge, simultaneously the language knowledge variety is diverse, including literature knowledge, language knowledge, literary style knowledge, cultural knowledge and so on. Secondly, declarative knowledge is taken as auxiliary knowledge, procedural knowledge and strategic knowledge is taken as main knowledge in knowledge of native language curriculum. Thirdly,the presentation on knowledge of native language curriculum in foreign native language textbooks focus on the situation, activities, humanization, integration, and the integrated use of multi-disciplinary knowledge.Fourth chapter:The ideas and Strategies of construction about Knowledge of Chinese curriculum. Firstly, to re-establish the meaning relationship between the human and the knowledge. Understanding of the relationship between man and knowledge is the suppression of "subject", to construct knowledge of meaning to human existence is the publicity of "subject". Secondly, all kinds of Chinese knowledge should be adjusted, absorbed and transformed in Chinese curriculum. Procedural knowledge should be main knowledge in Chinese curriculum, chinese curriculum need to retain and to increase some related declarative knowledge, Chinese curriculum need to increase the corresponding pragmatic knowledge, Chinese curriculum need to carefully select cultural knowledge. Thirdly, the strategy of presentation about the knowledge of Chinese curriculum in Chinese educational material. To construct the training system which presents the knowledge of Chinese curriculum, to take life, dynamic, contextual way to present the chinese knowledge, Unit theme should be organized through learning on the language, as well as the sequence of the energy level gradient should be formed in Chinese educational material; and the mode of presentation about knowledge should be Carefully designed in exercises.