Language Teaching Paradigm For Study

In the past research of Chinese teaching, people have always done the research theoretically or practically in the microcosmic level, while they have seldom done the theoretical research in the macrocosmic level. In order to give a clear outline and do a further research of Chinese teaching, the theory of paradigm developed by Thomas S. Kuhn is used in this thesis.Any teaching paradigm has its background and inner motivation. So we try to study the paradigm of Chinese teaching in certain background. The following factors are necessary and important to the paradigm of Chinese teaching: teaching metaphor, teaching goal, methodology, the relations between teachers and students, the function of teachers, the behavior of teachers, the teaching points, the teaching evaluation, etc. Based on the concept of paradigm and the practice of Chinese teaching, the criteria of the paradigm of Chinese teaching are developed such as teaching metaphor, teachers' ideas, the interaction between teachers and the students, the operation of teaching, and the four factors' interactions; and the basic principle is that the concept of teaching should be consistent with the teaching practice , in which the dominant factors of the teaching concept should exert leading function in the teaching practice. Following the criteria and the basic principle and concerning the combination between the historical documents and the teaching practice, we "put up with three paradigms of Chinese teaching such as the paradigm of giving and receiving, the instructing paradigm and the paradigm of dialogue in Chinese teaching.Four chapters are included in the thesis. Chapter One gives an introduction of the paradigm of Chinese teaching after defining the concept of paradigm and the paradigm of Chinese teaching and divides the teaching paradigm into the giving and receiving, the instructing and the dialogue paradigms in the history of Chinese teaching. The other three chapters discuss mainly the three paradigms respectively in aspects of the background, the basic ideas, the teaching practice, and the evaluation. Finally, we give a generalization of the paradigm of Chinese teaching.