Language Activity Class Research

The curriculum reform started in China in the early 1990s, and in 1992 ?Chinese Education Committee published "The Curriculum Plan for Nine-year Obligatory Education-Junior Middle School and Primary School". This plan has included "extracurricular Activities" as an important part of teaching, along with mandatory and elective courses, which constitute the three essential "plates" of concurrent teaching structure.Investigating the history, we know there has been different history background for various activity curriculums in the education field of the world. The activity curriculums from every background have their own origins. From European Renaissance humanism educators to neoteric Rousseau, Pestalozzi, and Frobel, the activity teaching idea to respect the enfant personality .which they sparked, has continually developed and continually promoted the new education movement in the Occident apiece country, giving profound effect to Dewey's theory of the "activity curriculum". From the end of 19th century to the early 20th century, the American educators brought forward the idea of "activity curriculum", and John Dewey was their commissary. They led the "Progressive Education Movemenf.which deeply influenced the Chinese educators, and impulsed the Chinese education reform at that time.But the "activity curriculum" in our country in the 1990s, was different from Dewey's and his adherents' "activity curriculum", which blindly opposed to the "subject curriculum". The aim of setting this new type of "activity curriculum" is just complementary to the "subject curriculum" ,and accelerates the whole development of the children's diathesis. The "activity class" projected according to the new type of "activity curriculum" combines with the "subject", and makes up "subject-activity class". As the researches on "activity curriculum" expand, the researches on middle school "subject-activity class" also flourish.Chinese as the basis for other subjects, its characteristic determines that "Chinese activity class" research should not lag behind other subjects. Especially when Chinese teaching is faced with many current immanent problems, the implementation of activity curriculum will have a positive influence on Chinese teaching. Besides, it will also help to develop the students' personality, enhance the students' language ability and create a more effective learning environment to optimize the teaching effect by utilizing the objective rules of teaching and learning.This paper collects previous research results, clarifies definition, position, quality, aim, principle, tasks and characteristics of Chinese activity class. It gives an introduction to the language activity class in other countries, and provides some solutions to several problems in Chinese activity class, including some successful case studies as references to teachers.