Study On Culture Of Chinese Curriculum

Chinese language curriculum culture theory construction and practice carrying out, is the ponder and a solution language curriculum question important latitude. Generally speaking, the curriculum culture researcher often all places the research center of gravity"the curriculum"and"the culture"in the relational question, either its cultural tendency and the culture meant from the curriculum angle contemplation, either is refers from the cultural angle fords the curriculum the cultural field of vision and the cultural value,"the curriculum culture"will regard as one"self sufficient"the concept to conduct the research by no means, thus has neglected the cultural integrity which curriculum culture itself will have. The language curriculum essence is one cultural existence, we when conducts the research to the language curriculum culture must consider Chinese culture the whole survival linguistic environment and the language curriculum culture is in sole possession of subculture special characteristic. Take this, this article explicitly goal limits as regarding in language curriculum culture concept whole research.This article take the ecology synthesis thought as the methodology background, the utilization ecology whole thought method, to language curriculum culture essence, constitution, value, shape, behavior and so on several aspect revelations and understanding. This includes six aspects: First, language curriculum culture research advancement evolution. Mainly combs forms the language curriculum culture research the discipline background, the academic background, the research advancement, through selects Zhong Qiquan, Pei Di elegant, the Cao Minghai academic viewpoint for studies the connection to explain the language curriculum culture research the evolution rule and the development trend. Second, the language curriculum culture essence discusses. This part combs cultural, the curriculum, language curriculum several basic concepts emphatically, is clear about the language curriculum culture the logical beginning: Regards as one cultural existence the language curriculum. And in this foundation, the limits language curriculum culture connotation and the extension, the return to original state concept main body status, finally draws the conclusion: The language curriculum culture is take the human culture as a background, take Chinese culture as the backing, transmits cultural through the language curriculum the specific existence ideal, the spiritual belief, the survival value, the thought wisdom, the system standard, the technical method and so on has the behavior, the dynamic, the procedural subculture model. Third, language curriculum culture constitution discussion. Since the language curriculum culture took one kind of subculture shape, its structure constitution has the cultural completely constitution factor inevitably, meanwhile has the new ingredient which in the cultural structure system does not have. Looked from the system viewpoint that, the language curriculum culture and the culture are same, in its whole constitution already has the static ingredient, also has the tendency ingredient; Its cultural structure already has the dominant structure, also has the recessive structure.Says on the dominant structure, mainly is refers to the language curriculum culture the material stratification plane, including school, classroom, class and grade, group, teaching aid, educational technique these concrete material factor; Speaking of the recessive structure, mainly refers to the language curriculum culture the system stratification plane, the energetic stratification plane, involves to latent factors and so on curriculum rule, cultural psychology, emotion cognition. Fourth, language curriculum culture value discussion. The value is the cultural core, also is the language curriculum culture core. This part of discussion mainly bases in"individual - - society - - class"three cultural values unification says, exposition language curriculum culture intrinsic energetic value production and external value realization basis, premise, goal, core and duty and so on. Fifth, language curriculum culture shape discussion. The language curriculum culture field shape can produce."The field"refers to one kind of space state in the physics domain which is mutual movements between two particle produces. In the language curriculum culture field, we must establish its two particles: One is the language curriculum culture semantics nucleus, namely grows continually Chinese culture spirit, it is the language curriculum culture thought core; Another is a human who is at the language curriculum main body position, namely teacher and student. Through (human's understanding) may form a basic cultural semantics condition to the language curriculum culture essence explanation, when the human realizes the respective semantic condition, and when enters it influence in this kind of language curriculum culture situation, can automatically produce belongs litigant's language curriculum culture semantics field. This kind of language curriculum culture field production is one kind of understanding, the explanation procedural production, it may cause human's experience, the thought, the life and the cultural unification, on the knowledge mark, the language mark, the energetic mark can attribute separately. Sixth, language curriculum culture behavior discussion. Resides in the cultural main body status the teachers and students the language curriculum culture field influence, are had with the cultural semantics condition in the behavior connection, the concrete manifestation for occurs associates the behavior in the language classroom teachers and students. This part supposes, the behavior production, the behavior principle in advance through the analysis language curriculum culture behavior, elaborated emphatically the teachers and students associates the way and the process in the language curriculum culture field which the behavior launches, and further attempts the construction reasonable language classroom contact behavior pattern.