A Study On The Construction Of Native Language Knowledge In Its Courses

In 21st century, when the knowledge is increasingly informationizing, it arouses our concern that the status and the role of native language knowledge are in an embarrassing situation in its courses. Why does the problem of knowledge arise in the course of native language? First, it results from the special nature of native language as a subject of mother language learning. Second, it is caused by the non-major-subject nature of native language courses. Third, it also closely relates to the present native language knowledge system's invalidity to the development of native language abilities. This thesis holds that native language courses absolutely need the support of native language knowledge. Therefore, the problems are what kind of knowledge on earth native language as a subject needs and where this kind of knowledge comes from.What kind of knowledge is helpful to the enhancement of native language abilities? As an answer to this question, it cannot be simply treated, and it depends on knowledge's type and nature as well as on what level the knowledge works. From different perspectives, knowledge can be categorized into narrative knowledge,program knowledge,strategic knowledge , phenomenon knowledge,conceptive knowledge,principle knowledge,inexpressible knowledgeand expressible knowledge.As for the fundamental task and the special nature of native language as a subject, although narrative knowledge and phenomenon knowledge are indispensable, program knowledge, principle knowledge and inexpressible knowledge are the main parts that constitute native language courses. Different type of knowledge works in different ways on different levels in native language courses: on the level of the course's contents, the students should familiar with the basic phenomenon knowledge but should grasp the principle knowledge and program knowledge due to their directionality and transformability; on the level the teaching contents, expressible knowledgehas the guiding function to inexpressible knowledge, and on the level of the course's construction, strategic knowledge is the main part of the teacher's knowledge system. Native language knowledge, which plays an irreplaceable role on the different levels in native language courses, has precious value to the enhancement of native language abilities. But it is regrettable that the education circle of native language lacks of them. So it is increasing urgent to digest and develop the valid native language knowledge, which, however, is based on the special nature of native language courses. Therefore, the development of native language knowledge should center on"human beings"and take"subject"as visual horizon and standpoint. The author's and the teacher's footholds are still on the students, in other words, taking the student as the fundamental visual horizon and standpoint, the starting point and the final setting place of the development of native language knowledge is to see whether or not what is developed is valid to the student's enhancement of the native language abilities.The development, which takes"subject"as visual horizon and standpoint, is a process-oriented and dynamic application of the native language's narrative knowledge and strategic knowledge, therefore, this kind of knowledge should be an endless knowledge system but not"a list of basic knowledge of native language", which, however, does not mean that it is boundless. The definition, scope, and framework of native language knowledge should be prescribed and its teaching methods also need further discussion.Based on the expounding of the categories, development standpoint as well as the value tendencies of native language knowledge, to be a conclusion, native language knowledge refers to what has been and what should be included in the native language courses, which embraces the fact, concept, principle, skill, strategy and attitude of such aspects as listening, speaking, reading, writing relating to langue and parole, composition and literature. It has two kind of state, of which one is the instinctive feeling for the language (语感)and the other is internalized grasp for the language (语识). Besides, it is worthy to distinguish what knowledge is for the student and for the teacher respectively. And different forms of native language courses also need the different corresponding knowledge. As for the teaching of native language knowledge, generally speaking, there are such methods as experience-oriented teaching method, case-study-oriented teaching method and training-oriented teaching method, etc..