Explore The Theoretical Thinking Of The New Curriculum Language Description Of Teaching And Practice

For a long time the Chinese teaching has been emphasizing rationality andneglecting sensibility and irrationality. In the process of teaching, the overemphasison the discipline of knowledge and pure skills and the neglect of students' emotionalexperience and individuality inevitably lead to some serious consequences such as thedecline of their taste, emotional indifference and spiritual poverty. Facing thissituation, the present thesis aims to provide a new teaching method—descriptiveChinese teaching, which keeps close to mind and heart of students, respects theirindividuality in reaching and expressing, enriches their psychological feelings, andstimulates their life experiences.The present study, based upon the author's teaching practices and combing theconcepts the curriculum, endeavors to make a preliminary theoretical explorationabout this descriptive teaching method. It refers to a teaching method that, through thesupervision of class teaching and situated within a certain context, aims to cultivatestudents to express the cultural, intellectual, historical and aesthetic implications oftexts in a descriptive way according to their reading and life experience. Its theoreticalframework comes from modern Chinese pedagogy, phenomenology and aestheticsand reception. The descriptive Chinese teaching method focuses on developingstudents' ability of language expression, philosophical thinking in analysis,generalization, reasoning and evaluation. It aims to direct students to makeindividualized reading of works, evaluation. It aims to direct students to makeindividualized reading of works, encourage their exploration from various angels,cultivate their aesthetic sensibility, stimulate their imagination and pay attention to thesound development of their spiritual world. This new teaching method can adjust theteaching trend to valorizing cognitive knowledge, result and neglecting experience,emotion and process through realizing the interaction between students' readingexperience and language expression.The actualization of the Chinese descriptive teaching requires the followingprinciples: to emphasize the simultaneous development of students' thinking andlanguage ability, externalizing careful thinking through language expression;torespect the variety and individuality of students' description so that thy can getparticular experience through thinking and sensible activities;to pay attention to thedevelopment of students' aesthetic sensibility and spiritual elevation through makinguse of the aestheticism of the Chinese discipline;to establish democratic andharmonious class atmosphere and realize independent, co-operative exploration;tocombine reading and writing into a whole process;to design suitable topics andprepare enough space for their reading experience. These steps are needed to realizethe descriptive Chinese teaching method: design of teaching object—students' activeparticipation, accurate expression, good imagination, fine sensibility, and energeticthinking;design of teaching process—activation of situation, topic proposal,demonstration and direction, thinking elevation;diversified descriptive teachingmethod—situation representation, association development, comprehension byanalogy, appreciating comment. In addition, in the process of implementing thedescriptive teaching, teachers should be ready to provide a series of strategiesanswering for those possible question, such as poverty of imagination, inadequateanswering for those possible questions, such as poverty of imagination, inadequatelanguage expression, free association, distortion of textual meanings, etc.