On Property Of Chinese Teaching Work

To weaken instrumentalism and strengthen humanism is the most popular opinion of the critics against Chinese Education. This paper attempts to analyze from interior to exterior of the system of Chinese Education. First of all, the classical definition to regard tongue as an instrument is not consummate from linguistics aspect. It is defective; therefore the argument about instrumentalism of Chinese teaching work based on the instrumentalism of tongue would be doubted on fundament. Secondly, the universal proposition to believe that content decides form does not adequately uncover and describe essence of Chinese Education as a special category from philosophy aspect. Affected by the viewpoint that think that form of diction decides content of diction, people usually consciously or unconsciously treat form of diction as a tool to express content of diction. People turn Chinese into a single subject about thought, politics and training in consequence. In fact, in the incipient gradation of Chinese Education, meaning of form is larger than that of content, but in the high-level gradation, meaning of content is larger than that of form. Form of tongue and content of tongue is in a dynamic balance in general. Thirdly, the standpoint that partly emphasize instrumentalism of Chinese teaching work have aroused itself stumble from pedagogy aspect. It can be proved convincingly from texts, teaching and asses. Finally, it is social development that requires Chinese Education to strengthen humanism from sociology aspect. Because the purpose of Chinese Education is not only to give people an instrument, but also it is a spiritual education to people furthermore. In a word, consolidate of instrumentalism and humanism is essential property.