The Study Of Chinese Teaching Under New Course Standard

This paper applies the theory of modern knowledge value to Chinese teachingunder new course standard. Since Chinese teaching is designed according toknowledge and ability, course and method, sentiment and value, the teaching ofChinese knowledge is not dispensable but plays an important role. Only byrecognizing Chinese knowledge by way of modern knowledge value, establishingscientific Chinese knowledge and knowledge system compatible with new coursestandard, and playing the role in teaching, can we make students develop all aroundand obtain solid foundation during life-long study. This paper tries to offer somepractical and instructive new opinions and methods to current reform in Chineseteaching in the theoretic and practical aspects.This paper includes the following parts:Firstly, it discusses the definition of Chinese knowledge. The meaning ofChinese knowledge is quite complicated. Due to the study ability of middle schoolstudents, this paper defines Chinese knowledge as Chinese knowledge, styleknowledge, literature knowledge, reading, writing, listening and speaking knowledge.Secondly, it explains the theory of knowledge study under modern knowledgevalue. It aims at understanding the newest development conditions and latest researchfindings of relevant knowledge by way of modern knowledge value. In this way, itexamines the orientation of Chinese knowledge in new course and nails down thevalue of Chinese knowledge teaching. Hence the teaching of Chinese knowledgeunder new course standard should be directed by Chinese knowledge value, combinestatement-oriented knowledge and procedure-oriented knowledge, and fully play therole of Chinese knowledge teaching.Thirdly, it discusses the significance of Chinese knowledge teaching under newcourse standard. That means Chinese knowledge is the headstone of cultivatingChinese accomplishment and shoulders roles of cultivating students' accomplishments.Chinese accomplishment means one's profound diathesis for Chinese. Chineseknowledge is an import part in the formation of Chinese accomplishment. Of theability requirements of new course standard, it's easy for us to see that new coursestandard requires higher Chinese knowledge. That means acquire the definition,category and meaning of Chinese knowledge. Besides, there exist higher requirements:students should have the ability to exert Chinese knowledge, to acquire informationand to deal with new Chinese knowledge. All these demonstrate the correlationbetween Chinese knowledge and students' ability. In addition, Chinese knowledgeweighs much in the cultivation of Chinese accomplishment under new coursestandard. Chinese knowledge is not only the foundation of other accomplishments,but itself is a vital accomplishment. The dual statuses of Chinese knowledge enableitself to be important in Chinese accomplishment. Hence, the study of Chineseknowledge and the ability to convert and improve should be given sufficientemphasis.Teaching under new course standard is worthy second-thought. First, the theoryis not solid enough. Secondly, the capacity of knowledge is not sufficient. It says inthe teaching implementation suggestions of 'course standard' that, in teaching reading,in order to help understanding the text, teachers can teach students to learn necessarygrammar and trope according to the passage. Systematic and intense teaching ofgrammar and trope is not prerequisite. Similarly, there are definite regulations in theevaluation suggestions of 'course standard' that grammar and trope are not included ina test. Besides, the system and integration of Chinese knowledge are not purposelypursued during writing of teaching material. Although modern society emphasizespeople's ability, as a subject, the knowledge system should be established. However,lack of necessary knowledge system, out-of-date knowledge and excessively simpleway of demonstration, have brought much difficulty to teachers and students.Lastly, this paper discusses Chinese teaching under new course standardbased on correct conception and emphasis on effectiveness. Neglecting Chineseknowledge and knowledge-oriented pattern are two extremes. We are confronted withhow to formulate old knowledge system and reconstruct useful knowledge system,how to make knowledge system a dynamic process, how to enable students toremember necessary knowledge, and how to convert knowledge by remembering andto use it in listening, speaking, reading and writing. It is a key question to understandthe cubic levels and on-going relations of the three dimension goal, which isknowledge and ability, course and method, sentiment and value. What teachers shouldthink about is how to interact in the three dimensions and teach by modern knowledgevalue and try to acquire most in three levels.Mr. Ye Shengtao said that the extreme goal of Chinese teaching is way ofthinking, and teaching is not for teaching. Current Chinese teaching materials aremostly some passages and examples. The value of Chinese teaching is make studentsform correct value by experiencing life and acquire necessary Chinese knowledge andobtain indispensable ability. The earlier goal of Chinese knowledge is Chinese ability,while the final goal is to form Chinese ability and thinking by experiencing Chineseknowledge, which also starts from accepting correct value to fully expressing one'scorrect value. This is just the value of this paper.