Concept Of Language And Chinese Education

In 1903, Chinese language became one of the curriculums at schooling education, which was founded in China at the beginning of l9~?century. From then on, the horizon of concept of language has been the basic theory in the study of Chinese education. From the variety of the view of language thought, the idea of Chinese language education is different. The first chapter-- concept of language: the basic theoretical horizon of Chinese education -- is the base of the whole. Looking back the past 100 years, we can find that it is the concept of language that has the most influence on the education of Chinese language. However, at the present time, increasing voices rose to criticize the emphasis of language, which became the biggest obstacle to the development of Chinese education. In my opinion, radical though the criticism was, it is also based on a view of language, a one-sided. The prejudices of language, or, a certain kind of the view of language, result in discarding the horizon of language, which has been providing theory for Chinese education since 1903. In addition, the absence of the horizon of the language brings about so many contradictions inside the criticism. It is impossible for the study of the education of Chinese language to break away from the language theories. In the following chapter, several language thoughts are analyzed, some of which have already had great influence over the education of Chinese language, while the others are not paid enough attentions. Saussure抯 linguistics, especially the distinction between language and parole, had profound and lasting influence on Chinese education. Now there is a popular viewpoint within Chinese education, which I should want to call the school of parole-based education. Basing on the theoretical analyses in detail, I define that Both language and parole are the elements of Chinese education, where language is consist of language principle and language consciousness, and parole is also text. Just as in the field of linguistics, the distinction between language and parole is valuable. For Chinese education, such thought is not only a study method but also a start point to determine the content of education. Furthermore, the limit of the Saussure抯 language is pointed out, and Humboldt抯 thought of language is introduced to elucidate the notion of language consciousness. Abstract The third chapter條anguage instrumentism梖ocuses on the dominant theory in the field of Chinese education. The slogan 慍hinese is instrument?is the center of the educational thought. It has long history and now has the absolute authority in the thought guiding Chinese education. It emphasis a teaching method梩o master mother tongue by means of training repeatedly. In my view, just the emphasis of the training put the thought itself on the opposite of transmitting the traditional culture, an important educational function of the great works written in mother language. 慍hinese is instrument?derives from the instrumentalist. Although it had played active role in the history, now its dominant situation has greatly obstructed the developing of new thoughts. Further, 憄sychological instrument?is introduced, to contrast the term 慽nstrument?in the two fields, Chinese education and psychology. In the last chapter, Gadamer抯 thought is introduced firstly in the field of Chinese education. Gadamer takes high regard of...