The Research Of Learning Concert Of Driving About Chinese Curriculum

Language is the carrier of culture, and is also an important part of culture, Chinese education is essentially a cultural transmission process, a kind of life. But, as the foundation of basic education, the teaching of Chinese optimistic: the qualitative analysis and the text are hard, complicated mechanical technology training class, the students with lack of interest and enthusiasm to learn Chinese language learning, the serious shortage of power. How to effectively in classroom teaching of arousing the students' study interest, more and more people become the focus of attention. As a native speaker of the Chinese language teaching curriculum should pay more attention to student's growth and development, pay attention to students' thoughts, feelings, life, value and personality, make the Chinese curriculum and teaching becomes human life, construction, mould perfect mental, promote the cradle of individual life, to generate the language classroom coruscate gives life energy.I adhering to the new curriculum reform, adopts advanced concepts of theoretical research and analysis method of combining the time from the ontology and life of Chinese language course, this body of learning motivation, the driver is divided into four parts.The first part: the Chinese curriculum learning driving view, the connotation of Chinese course learning from the basic driving connotation, basic thoughts and values in three aspects. On the basic connotation, first from the psychology is discussed on the basis of the concept of driving, and then from the ontology and nature of Chinese language, based on the characteristics of the students, the proposed Chinese courses that students are driving view on life in the form of subject to actively participate in the learning process, to the life wisdom door of language learning open, emphasize language to its rich life connotation and culture, students' learning initiative into the summons. Chinese course learning driving view is the basis of life, is a key subject interaction, and its essence is the feeling experience, is the value of the humanities, the end-result of life is beyond. Chinese course learning driving view of meaning is mainly embodied in concept, literacy and emotional aspects.The second part: the Chinese curriculum learning concept of driving. From the present situation of Chinese teaching in the teaching of Chinese language learning investigation status, and lack of motivation behind these reflect the situation of Chinese teaching reflect problems, mainly in four aspects: to understand the essence of Chinese language teaching, the deviation of the alienation, life is not present, the practice of teaching.Part 3: Chinese course learning concept of driving. Its main function is to improve Chinese accomplishment, summarize multiple thinking, to promote quality, perfect personality and life rich life connotation, the potential to realize life free from several aspects, and carries on the interpretation.Part four: the Chinese curriculum learning driving view of practice. This part of Chinese course mainly discussed the practice of driving view. First, returning to life, life fervor. To construct the life-emphasized teaching contents, teaching materials and from teaching to return to life; expanding Create life classroom, create democratic atmosphere, arouse students emotion and stimulate the students' feelings, Advocate the life style of learning, encourage self-respect, full and effective presuppositions dynamic generation, promote, and create happy feeling open questions. Second, the life, living life process. Using various teaching methods, the feeling of Chinese life into, Contact life and create a teaching situation, Language teaching is to return to training of life. Third, the feeling experience, wisdom. Humanistic Taste the language, reading experience and combined by reading teaching, perception, the text emotion, Strengthening inspiration, experiences and thoughts of the text, the key difficulty and easy to ignore the inspiration, encourage students to think deeply, integrated innovation, make experience and legend, migration internalization, experience and writing. Fourth, care trust, individual expectation. Chinese teaching must respect the student, respect the individual difference, trust, and the students are students, looking to the student individual growth and life complete.