On The Levels Of The Reciting Teaching

Reciting is our traditional Chinese learning way and the reciting teaching method is also a Chinese traditional teaching manner.Because of the advantage of traditional teaching manner, contemporary Chinese teaching has surpassed the low tide of emphasizing analysis and despising text-reciting. Furthermore, the new Chinese curriculum criteria propose more accurate demands on reciting teaching. As a result of absorbing the essence and rejecting the dregs of the traditional teaching, text-reciting has returned to classes, together with many problems. On one side, the students have vague ideas and little interest in reciting because they haven't studied it systematically and progressively. On the other side, the teachers lack the whole idea about the reciting teaching. The teaching stages are not connected reasonably or they are even parted completely. Thus the reciting teaching has been turned into blind and ineffective repeatitions. This article has analysed the causes of the problems and proposed the theme of reciting teaching levels from the point of view of systematology, pedagogics and psychology. The author thinks that Chinese teaching in primary, junior and senir periods must be treated as connective and independent individuals, which must be joined effectively. The teaching aims of different stages should be concrete, precise and progressive. Teachers should have a general idea about their reciting teaching, that is to say, they should regard the aims of the reciting teaching of various stages as a mirror of their teaching practice. So they can successfully manage their teaching activies according to different text-books.Combining the practice of Chinese teaching, this article goes into details mainly on the aims, contents, methods and evaluation of diverse teaching stages, to promote the operation of the reciting teaching and to provide the students the progressive language exercises.