The Study Of Secondary School Literature Education Under The Background Of New Curriculum

IN July, 2001,the promulgation of The Outline of The Elementary Education Curriculum Reform (try a line) uncovered the new page of our elementary education reform and launched a new, vigorous curriculum reform within our nation; later The Chinese Curriculum Standard of Fulltime Compulsory Education (first draft) and followed The Chinese Curriculum Standard of the General Senior High School (first draft) were published, which indicates that the reform has been listed on the agenda and attracted people's much attention, especially the literature education. The thesis first combines the experiences of the Chinese traditional literature education and its essence of contribution to the literature education with the concept of the new curriculum standard and reform, then revalues the function of literature education and tries to regard the literature education as a project which should be studied systematically, comprehensively and stereoscopically based on the research result that has been accomplished, this thesis, setting in the new curriculum, based on the nature of the Chinese subject, guided by the theories of modern teaching and the new curriculum, tries to discuss theoretically about how to carry out the literature education in the secondary Chinese subject and then stresses on the teaching strategies and methods in practice. After theoretically giving a brief review of the recognition process about the nature of the Chinese subject, the thesis discusses the point from three aspects of "tool", "humanity" and "the unity of tool and humanity" to conclude that the Chinese subject nature, that conducting the literature education is determined by the nature of this subject. The advancement of quality education and the new curriculum reform urges us to view its position and function in the whole Chinese education from a higher level, and we pay more attention here to the discussion about its function of aesthetic education, cultural attainments, speech development and thinking optimization. Any education follows certain principles while being put into practice to guide the teaching activities, so does the literature education. It should follow the principles of integration, diversification and aesthetics. The in respect of the nature and characteristics of literature, the concept of the present new curriculum, the literature education practice in secondary schools and the literature education theories and experiences both domestic and abroad, three kinds of strategies and methods are mainly put forward in this thesis: a) conversational type; b) experiential type; c) aesthetic type. In addition the teachers' literature proficiency becomes the key of literature education if we put the idea into practice and give full play to its function, therefore, we have an analysis on the literature proficiency structure of the Chinese teachers from the aspects of knowledge, competence and emotion.