The 100 Years Development Of Subject Characteristics' And Instruction Objectives' Conception

The thesis reviews subject characteristics and instruction objectives mentioned in chinese curriculum criteria used for 100 years, from the angles of phylosophy, systematics, culture, linguistics, pedagogy and thought. It refers to the related regulations from Hongkong, Taiwan and even foreign countries. On the basis, I further the exploration hoping to proped the progress of chinese teaching. As the core problems of chinese curriculum criteria, subject characteristics and instruction objectives are still in the backward research and the academic achievements are relatively less valuable at present. Four basic types of research models and criticism,:introduction, study, and comparison. Since designed as a snbject, chinese has been taught as a tool. Before 1949, chinese teaching has been influenced by the situation and focused on culture transference and patriotism cultivation. After 1949, the subject has ever degraded as the political tool and then other subjects' tool. Later ,chinese has taught both as a tool and as a way of transfering culture. And then as a process of students development, the emphasis of instruction objectives shift from nation awareness to students development. Chinese teaching aims at cultivating students' accomplishment and personality, and also developing their comprehensive competence. The requirements of the time can be embodied in the transformation of instruction objectives from seperation to unity of the four skills, from the over emphasis of reading and writing to the balance of the four skills. With humanities springing up in the 1980s, chinese teaching has experienced a series of amendments under the guidance of the conception of life-span education and individual education chinese is regarded as a tool subject and then an independent subject and institution objectives, have been proved standly. Chinese is interpreted as a tool subject in HK, Taiwan and some foreign countries. Influenced deeply by chinese culture, the circles of education in HK, Taiwan and Japan regard chinese teaching as culture trarsference and nationism cultivation and attachimportance to cultivate nation spirits and state awareness. After 1990's, the emphasis of chinese teaching in HK and Taiwan comes to being students-development, that is to comphasize their chinese competence, cultivate their personality and patriotism and balance the four basic shills. In my opinion, it is incorrect to definite chinese as a tool subject. From the angle of language nature, language is a complex systern of symbols used for human communications, it is obvious that language is closedly related to thought and language is an expression of culture, humanity and nation. Therefore, chinese ought to be definited as a fundamental subject, which interprets the unity between language and thought as the internal nature and thought as the internal nature and tool, humanity culture and nation as the external nature. Chinese teaching goals conform to the state instruction objectives which have reflected rise and decline of chinese nation since late Qing Dynasty. Therefore, it has been emphasized to cultivate patriotism as well as develop comprehensive competence and personality since the nineties. The new chinese syllabus is under the guidance of marxism and advanced educational theories, and indicates the requirements of thetime as well.