On The Secondary Language Of Teaching And Life

Teaching of reading comprehension is of utmost importance inChinese teaching in secondary schools;therefore, conducting teaching ofreading comprehension without ostentation is very important for thestudents' mastery of knowledge, for the elevation of their abilities, fortheir advancement of their Chinese accomplishment, and accordingly forthe buildup of their individual quality. The dissertation hereof,synthetizing the most recent findings on the relationships betweenteaching reading comprehension and true life, from the angle of qualityoriental education and humanistic education, probes into the relationshipsbetween the teaching of reading comprehension and true life, and seeksways and methods for their organic integration, which will relevantlysteering Chinese language teaching in secondary schools in China. Thedissertation hereupon expatiates on four aspects.1. Background of the thesisThe thesis is put forward under the background of the carry-throughof quality-oriented education in the previous century and the initiating ofnew standard curriculum this century. Quality-oriented education requiresthat education be based on people oriented education, which focuses onnot only imparting of knowledge, but incubating abilities and hereuponfosters preeminent talented people of broad knowledge. The new standardcurriculum requires that education be tightly linked to true life and laysemphasis on the advancement of students, and accordingly ground theirlife-long advancement. Hence, teaching of reading comprehension shouldlink true life, stimulate the mastery of knowledge, elevate ability andreinforce quality. Nevertheless, the teaching of reading comprehension insecondary schools is to a large extent disjointed to true life, which resultsin low teaching quality. In consideration of the said above, thecarry-through of experiments across the land on the teaching of Chinesereading comprehension is underway, which provides rich referencematerials for the linking of the teaching of reading comprehension andtrue life.2. Theoretical and practical proof from home and abroadPreviously, educational experts and scholars from home and abroadand front-line teachers have dissertated from different angles therelationships between teaching and true life. And this has enriched andpromoted the theory of teaching and true life. The feasibility andnecessity of the linking of education and true life has been dissertated inthe many theories such as Education is natural development by JohnDewey, Education and Life by Tao Xing-zhi, Extensive Chinese teachingby Zhang Xiao-chun, Piloting the learning of Chinese in the vast ocean oftrue life by Sun Hong-jie, and Chinese language teaching and personaldevelopment by Zhao Qain-xiang. Meanwhile, numerous experimentersof education innovation set about experiments, by integrating their ownteaching practice, on linking true life and the teaching of readingcomprehension on different levels and have achieved a lot. The theoriesand practice hereon have provided firm proof for the linking of theChinese teaching of reading comprehension and true life in secondaryschools.3. The relationships between true life, Chinese language teachingand the teaching of reading comprehension in secondary schoolsLanguage teaching comes from true life and it serves true life. As amajor component of Chinese language teaching, the teaching of readingcomprehension is closely and universally connected with true life.Therefore, only by linking true life can the teaching have fresh blood andtake in adequate nutrients, making the teaching dynamic. Only in suchteaching can the students perceive the fascination of text messages andhave the pleasure of reading.4. Ways and methods of linking true life and the teaching of readingcomprehension in secondary schoolsIdeas are the guide to actions. Only when the ideas are innovated willthere be effective actions. Consequently, ideas must be innovated and truelife must be tightly linked in the teaching of reading comprehension insecondary schools. In practice, the reading range should be extended intotrue life, and the students' panorama should be broadened.Simultaneously, practical writing should be laid emphasis on to elevatethe students' abilities of language using. To assure the effectiveness of theabove-said measures, teachers should act as models in reading, and guideeffectively the students to link true life in their reading comprehension,hence to decode and have a better understanding of the text messages, toencode the world of meaningful text messages, and ultimately to form ameaningful world of selfhood.