The Reconstruction Of Junior Middle School's Chinese Textbook On Mongolian-Chinese Bilingual Teaching

With the development of human society and the progress of science, education plays an important role and has unlimited potential strength in this development .So it draws many countries attention and they resort to Basic Education's reform. The reform promotes the optimum education. But, in our country, the reform of Chinese course in national minority's school falls behind to other courses obviously. The problems in the Chinese textbooks on Mongolian-Chinese bilingual teaching have influenced the Chinese teaching's quality and level. The current textbooks don't take attention to the characteristic and development in psychology and intelligence of contemporary Mongolian nationality youth. The content and structure don't consider the practical ability of language. In this critical phase, this leads to bruise the enthusiasm of some national minority's students in studying Chinese, influence their the development of ability in Chinese, especially be bad to the training of creative thought. Many years, the reform of Chinese textbook in national minority'teaching don't be concerned.In October, 2000,"National General Language and Character Law of People's Republic of China"was adopted in the standing committee's eighteenth meeting of National People's Congress. In May, 2005, State Council issued"Regulation on State Council Implements the National area's Autonomous Law". These two regulations give explicit regulations on national minority's Chinese teaching, provide guarantee and according to the reform and construction of the Junior Middle school's Chinese textbook in Mongolian-Chinese bilingual teaching. We should accord to national law and regulation, base on the practical situation of the Mongolian Junior Middle School's Chinese teaching and adopt to the successful experience in basiceducation reform, deeply research national education, Mongolian-Chinese bilingual teaching, the second language teaching of Chinese, Chinese character's standardization and theories in other fields.In this foundation, we counter the problems in the Junior Middle school's Chinese context book of Mongolian-Chinese bilingual teaching, exploit the resource and potential strengthen in national education, and reconstruct the theory of the Junior Middle school's context. The theory of reconstruction in Junior Middle School's Chinese context, emphasize creation, foresight and span, promote three-level elasticity teaching mechanism. The structure of context transform from domination of literary style to gradual advance of ability grade, put main content and the choice of teachers and students together. The context pay full attention to the requires and put them in practice:"strengthen language practice","promote the ability to form and develop in practical use in Chinese", realize the transform from the central of explanation and real to the central of language practice. Emphasize that the content of the new context must be active, have creation, literature, science, humanities and so on, give a fulcrum of"be willing to teach"and"be willing to learn"to teachers and students in Chinese study and provide a wide space to teachers and students to enrich and develop themselves.Through the theory reconstruction of the Mongolian Junior Middle school's Chinese context, we hope that we can promote the deep development of context reform, strengthen the construction and research of the Chinese teaching, stimulate the heighten of the educational quality and find a gap to the creation of the Mongolian-Chinese bilingual teaching.