The Limits Of Chinese Teaching

"How Yu Gong Moved Away Two High Mountains" is a classic text for classic Chinese education in junior school.There were two radical debates resulted from the teaching practices on this text. One appeared in the early year of the Reform:in 1981, Qian Menglong's two teaching practices were published in Chinese BalttlfFront, which gave rise to the wave of "not to construe inflexibly".The other appeared in 2005:Guo Chuyang'teaching practice was published in The Friend of Teacher, which brought about the heated discussion about the "deconstructionist" trend in Chinese teaching. Recently, Xu Lifeng's teaching mode of "How Yu Gong Moved Away Two High Mountains" has been popular on internet. Thus, it is pertinent to say that the didactic history on "How Yu Gong Moved Away Two High Mountains" since 1981 could be conceived as an epitome for the reform of Chinese teaching. To read and analyse three teachers'teaching practics mentioned above could help us to grasp the limits of Chinese teaching. Furthermore, it contributes to the further education reform.This study is based on a comparison among three teachers'teaching practices on "How Yu Gong Moved Away Two High Mountains" which are located in the broader context of reform of Chinese teaching. Through comparing the effect of teaching, the mode of interpreting text, the didactic goal and pedagogy showed by these three teachers, this study demonstrates that the impact of the mode of interpreting text, the didactic goal and pedagogy have a great impact on the effect of teaching. Moreover, it also analyzes what shold be done and what could not be done when we constitute didactic goal and chose mode of interpreting text and pedagogy. Finally, this study tries to show the reponsibility of teacher as concerend personnel, reader, designer and executant.The dissertation discusses the limits of Chinese teaching on the basis of comparative analysis. It throws lights on the low goal(the minimum request) and high goal(the pursuit of value) of Chinese teaching from eight aspects:the tenet of Chinese teaching----what kind of person to foster; the content of Chinese teaching----how to interpret and apply teaching materials;the object of Chinese teaching----how to study students; the goal of teaching---what to be given to student by class; the strategy of teaching:how to teach flexibly; the working moment of Chinese teaching----how to consolidate the quality of class-teaching; the evaluation of teaching:how to evaluate accomplishments of students;role of "teacher" in Chinese teaching----how teachers get professional development. Then, the dissertation puts up forward that the low goal of these eight aspects is the base line for which Chinese teaching should defend, and the high goal of these eight aspects is the orientation for the following reform of Chinese teaching.