On Language Knowledge

Knowledge is the basic of the curriculum; the knowledge theory is the key subject of curricular researching. History at home and out has proved, the knowledge view matching the view of curriculum and teaching. At the beginning of the 21st century, new curricular reform in Chinese takes objective attitude, new curricular standard can't give a clear conception for"Chinese knowledge", all of these causes the first block to practice new curricular reform------the maze and bemusement in curriculum wobbles curriculum practicing radically. In traditionally rational knowledge viewpoint, people take"Chinese knowledge"as"Eight words Constitution", but this is just conventional definition without academic root. What's more important, the knowledge system can't achieve the curricular aim in so many years'teaching practice. Above all, with academic demands and practice needs, from history to realism, researching"Chinese knowledge"is inevitable for Chinese education, having basal meaning and practical value.The thesis sets up a system for researching"Chinese knowledge"from the theory and the practice, taking"essential researching"as methodology and taking actual cases for explain, using two groups of logistic thoughts: analysis and synthesis, epagoge and syllogism. The text has clear viewpoint, analyzing and discussing home for"Chinese knowledge"in system, bringing forward a series of opinions. The whole thesis is divided into three parts: Preface, text and conclusion. The text contains six chapters. Besides Chapter One Summary, the main text of Chinese knowledge is divided into ontology, constructive theory, qualitative theory, axiology and teaching theory. Researching summary is academic base, ontology points to meaning of Chinese knowledge, constructive theory is about extension of Chinese knowledge, qualitative theory opens out traits of Chinese knowledge, axiology analyses function of Chinese knowledge, teaching theory expounds principia and methods of Chinese knowledge teaching. As the details: Preface: Say the background and intention of the writing.Chapter One Researching summary of Chinese knowledge: this chapter reviews a good many of study about interrelate Chinese knowledge, tidying-up history and observing actuality, summing-up and reflecting on these bases, as academic foundation for following systemic researching of Chinese knowledge.Chapter Two Ontology of Chinese knowledge: this chapter posts and expounds intendment and essential by searching and setting forth the reality of Chinese knowledge. Two propositions have been found: the reality of Chinese knowledge is the knowledge of the Chinese curriculum; the knowledge of the Chinese curriculum is teaching basic knowledge for training Chinese accomplishment of students. Chapter Three Constructive theory of Chinese knowledge: this chapter scans and animadverts on existing Chinese curriculum from three points of vies: philosophy, modern cognitive psychics and the curricular theory. And suiting the remedy to the case, firstly, conceiving doctrinally the system of Chinese curriculum must keep to four principia, reconstructing the system of Chinese curriculum, basing on the fact of Chinese curriculum and relying on the logistic theory.Chapter Four the qualitative theory of Chinese knowledge: firstly, this chapter expounds four traits of Chinese knowledge: synthesis, nonlinear character, creative character and basal character; then, turn the view to two basic types of Chinese knowledge: implemental knowledge and literary knowledge, and analyze subtly their own traits. On these bases, discuss briefly bringing what infection and meaning for Chinese teaching by researching the traits of Chinese knowledge.Chapter Five the value theory of Chinese knowledge: this chapter demonstrates macroscopically and goes to the value of Chinese knowledge in curricular theory and teaching theory, then expounds the virtues of every type of Chinese knowledge from microcosmic lay. The whole groping process impenetrate two basic ideas: correcting non-rational incline for animadverting on existing Chinese knowledge, validating practically and realistically the function of integrant Chinese knowledge.Chapter Six the teaching theory of Chinese knowledge: this chapter discusses the teaching of implemental knowledge and literary knowledge from teaching principia and methods , expounding and discussing four basic principia and four methods of implemental knowledge teaching and literary knowledge teaching.Conclusion: the researching of Chinese knowledge shoulders heavy responsibilities and the struggling direction for future study.