Structure Analysis And Structual Factors Research About Chinese Course

In recent years, researchers have gradually realized that, problems that arise in the reformation of Chinese language teaching cannot be radically solved only by improving the teaching methods and changing the textbooks. The key problem in current Chinese language curriculum is the curriculum content. Therefore, we should pay more attention to the curriculum content and make further exploration of Chinese language curriculum and its teaching problems from the perspective of curriculum content.The thesis makes an analysis of the research situation and problems of the current Chinese language curriculum content, attempting to make use of the theories of pedagogy, epistemology, psychology and the like, to explore the analytical framework and constituent elements of Chinese language curriculum content. The aim of this thesis is to make certain contribution to the further development of Chinese language curriculum content, through proposing some suggestions and references. The paper is divided into five parts. The first introduces the origin and history of the research. The second is devoted to the theoretical foundation of the analytical framework of "goal-content" of Chinese language course, from the perspective of curriculum development mode, curriculum knowledge concept, and Chinese language curriculum theory. The third and the fourth parts are about the operation of the analytical framework of "goal-content", trying to explore the elements of Chinese language curriculum content and construct some concrete analytical tools for Chinese language curriculum content. The last part suggests some study problems for the further research of Chinese language curriculum content.