| This thesis probes into essential question of Chinese education, proposing the view of Chinese education ' s culture essence. It means Chinese is not only the most important communication tool, but also a kind of culture carriers, a kind of composition of culture, and it is an important part of human culture. The unity of instrumentalism and humanism is the basic characteristic of Chinese. Chinese education should be a culture process. Not only is it a culture transmission process, but also a culture producing process. Furthermore, it is a process of moulding human nature and promoting growth of younger generation. Culture essence of Chinese education maintains the unity of language education and humanity education, advocates that while training students Chinese using abilities, it should regard the subject of culture?people" as target, really focus on the integrated construction and all-rounded growth of individuals.The proposition of thesis has realistic pertinence. For a long time, Chinese education ' s most outstanding problem is to confine itself to language education, namely hearing, saying, reading, and writing trainings. It only emphasizes on pure tool quality, but extremely despises constructive functions of Chinese. The content of the social discussion at the end of the last century and the new spirit of "Chinese Curriculum Criteria for Full-time schools of Compulsory Education" (Draft) issued in 2001 both agree with culture essence of Chinese education. So having a wide and clear understanding of Chinese, establishing culture essence will help reform drawbacks, carry forward humane spirit, promote completions of individuals ' construction andaccelerate Chinese course and the process of educational reform. This thesis tries to give an omni-directional and multi-angle probe into the culture essence of Chinese education.The thesis involves four parts. The first part is substance of Chinese education ' s culture essence. First of all, the thesis explains the concept of "culture" and its connotation in Chinese education. We should emphasize the subject functions of human in culture phenomenon. Culture essence of Chinese education is just set up on this view. Secondly, the thesis probes into foundations of culture essence, culture language science and cultural education science. From the view of culture language science, Chinese, as a kind of languages, is a carrier of Chinese culture, and is a part of it. It records material and spiritual histories of nation, permeates dense national emotions, embodies the meaning system and values of Chinese nation. From the view of cultural education science, Chinese has culture function. Education can transmit and preserve reform and create culture, while finishing the construction of students. Chinese is a part of culture, having the same characteristic as culture.The second part is the gradual historical progress of Chinese education essence. Firstly, morality essence. It is established on ethics and politics. Ancient Chinese is the model. Secondly, tool essence. It is a break through of the former, sticking out Chinese education ' s own characteristic. But the pure instrumental tendency neglects the factor of "people" in Chinese. Thirdly, culture essence. It tries hard to correct partials of tool essence, having broad extension than morality essence. It is established on "people" and is the high unity of the morality and the tool.The third part is the characteristic of culture essence. It owns many differences from essential views in the past. Firstly, whole sense comprehensibility characteristic. Chinese education should raise students ' whole perception with the text. Secondly, imageexperienced characteristic. Chinese nation and Chinese text both have thinking in images, so irrational experienced ways must be used to embrace the spirit of Chinese. Thirdly, plural export-oriented characteristic. Chinese text are brief in form, but rich and elastic in content, so it can create the widest space for readers and offer possibility for plura...
|
PDF Full Text Request