Reception And Meaning: Students' Active Chinese Learning

This article aims at seeking how to make students build their structures of knowledge and emotion in meaningful receptive learning of Chinese. And itincludes three directions—original cognition training, stimulating learningmotive and words cognitive training.First, Chinese teaching should grasp the essence of meaningful learning assimilation theory tightly and make students control their cognitive process consciously. With the strategy of advance organizer guiding, students are made to control their cognitive knowledge learning and moving. So these measures can make students' cognitive psychology excellent.Secondly, teacher should change their thoughts, using strategy of mental mating and strategy of exceeding expectations to stimulate students' cognitive motive. At the same time, teacher may develop course resources in all sides to stimulate successful motive and strengthen students' learning interest with Chinese. Furthermore, teacher must remove students' psychological worry and create light—hearted learning surroundings to make students' concentrate attention.At last, Chinese teacher should train students' intuition thought and excellent language feeling, forming a teaching rule of "form ·content·form". Meanwhile, teacher should make students search for a proper anchoring idea in their cognitive structure, using the principle of progressive differentiation and the principle of integrative reconciliation to advance students' aesthetic psychological structure. In fact, aesthetic education is a kind of emotional advance about students' cognitive ability training.