| The teaching of linguistic sense has long been neglected in the present situation of Chinese teaching .For this, Chinese Course Standards of Full-time Compulsory Education (experimental draft)" issued in July, 2001 explicitly stipulates: Chinese course must " guide students to comprehend and apply Chinese literature and language in a right way, and to enrich the language accumulation and cultivate linguistic sense." It also repeatedly stresses that linguistic sense teaching can be the best embodiment of peculiarity of Chinese language and the "unity of being tool and humanities" of Chinese course .At present, the problem of "linguistic sense" has been widely concerned by the educational circles of Chinese teaching .As to the problem of "linguistic sense teaching ", a further thinking and exploration will be on process. This thesis attempts on the exploring study from the aspects of theory and practice of linguistic sense teaching.The thesis mainly covers four parts. The first part is the entire understanding: the contain of linguistic sense teaching. Linguistic sense teaching has ground basis of theory, rooted from the Chinese traditional language education and meanwhile actively take in the advanced ideas of modern western hermeneutics and language philosophy. Linguistic sense teaching is a teaching activity based on the language ontology, by means of students' enthusiastic comprehension under the enlightenment and guide ofteachers, at the ultimate aim of cultivating students' language ability and fostering their spiritual personality.The second part is levels of perspective: features of linguistic sense teaching. Features of linguistic sense teaching are derived from and decided by the contain of linguistic sense teaching, which construct the theoretical framework of it. Linguistic sense teaching has the features of comprehension, entireness, construction and dynamics. The feature of comprehension is based upon students, attempting to carry forward the spirit of main body of students in linguistic sense teaching. Feature of entireness is from the angle of literary works, demanding that the linguistic sense teaching is based on the macro-examination and systematic mastery of the entire modern essays. Feature of construction concerns the aim of Linguistic sense teaching, which on one hand is to realize students' individual construction of literary works, and on the other hand construct their language ability and spiritual personalities. Feature of dynamics mentions that students' cultivation of linguistic sense ability is a process of long-time fostering and practice.The third part is grasping the principles of linguistic sense teaching comprehensively. The teaching principles are bridges between theory and practice. These principles are followed: (1) strengthening the students' experience of model essays. This is from the perspective of the students. Teachers are requested to conduct the students to active understanding and deep feeling of the model assays. (2) Paying attention to the emotional language use. Teachers are advocated to elevate the learners' linguistic sense quality by emotional teaching utterances based on the process whereby the teachers have an emotional conversation with the model essays and explore the points evoking the readers. (3) Emphasizing the democratic dialogue between teachers and students. This aspect is from the perspective of two sides: teachers and students.The democratic awareness is advocated and the structure of the students' linguistic sense is improved by heuristic teaching utterances. (4) Widening the linguistic sense teaching multi-dimensionally. It refers to broaden the teaching content, strategies, evaluation and teaching space for the purpose of realizing the former three principles.The fourth part is researching the strategies of linguistic sense teaching deeply. Teaching strategies are key factors for linguistic sense teaching to be implemented and optimized. They can be generalized as: (1) perceiving the delicacy of language on the whole... |
PDF Full Text Request