Chinese Teaching Research Of Peer Language In High School Class

Peer language refers to the intercourse language which used for student group discussion, question, statement and answer in class. It is the most abundant material resource for Chinese teaching in class. This study suggests that peer language in high school Chinese language teaching reflects students interactive constructivism language practice class. It also reflects the nature of peer language on intercourse, differentiation and generation characteristics. Intersubjectivity theory, dialogue theory and constructivist theory, respectively, provide the philosophical foundation on epistemology, ontology and methodology. Therefore, peer language takes significant impact to Chinese teaching in class. But the status of high school class indicates that peer language in high school students have the characteristics of insufficient communication, strong tendency for the level of heterogeneity and large value different. This study suggests that the standard to determine the value of peer language is whether it broadens the range of Chinese subjects, triggers the emerging of new features of course and extends/deepens the objectives of Chinese teaching. At same time, peer language plays constructive role on diversifying insubstantial course, dynamic of static program and dominance of hidden curriculum. Accordingly, the study in this paper refers to the teaching style and strategies of peer language in high school Chinese class. Output from the study includes teaching styles of subject through, presentation, discussion and brainstorming; teaching strategies with two kinds of question design strategies (reducing memory question and increasing analytic questions, providing information from the text into abstract pictures) and six kinds of treatment strategy (comparative rules on replacing the words in perspective of language use, refining center word method, reductio ad absurdum standing on logical thinking, Analog migration method, philosophy depth gradient method in perspective of emotion and the philosophy, emotional transfer method). Finally, the paper establishes evaluation criteria based on basic characteristics of the peer language to assess teaching examples in high school Chinese class.