Tacit Knowledge To The Ability Of Middle School Language Teaching Transforms

The new Chinese Curriculum Standard proposed not to strive for the system and integrity of Chinese knowledge sedulously. This viewpoint evoked an argument in Chinese educational field. Once again the Chinese knowledge has become the focus, and a theoretical question which is unavoidable. Why the teaching of Chinese knowledge is always being blamed? Why the Chinese knowledge teaching in the past is questioned? During the discussion, all the scholars expressed "What I thought is correct", based on their point of view. The reason of Chinese knowledge teaching been questioned is various, but the key point is people's understanding, the misunderstood of knowledge, Chinese knowledge, capability, Chinese capability and the relationship between knowledge and capability. Following the trail of uncovering the problem, clearing up the recognition and solving the problem, my thesis is written in five parts:Part One recounts the historical relationship between Chinese knowledge and Chinese capability. To unveil the key point of the problem, it unfolded the development and changing track of the relationship between Chinese knowledge and capability, as well as analyzed the condition of present Chinese knowledge teaching.Part Two indicates the concept and the relationship between concepts. It elaborated the definition and classification of knowledge; the connotation and classification of Chinese Knowledge, the definition of Capability and Chinese Language Capability and their relation.Part Three carries on the second part, embarks from the idea of new Knowledge Classification, proposed the concept of Implicit Chinese Knowledge, according to the particularity of Chinese Knowledge. It approved the existence of Implicit Chinese Knowledge, and explained the importance of studying it for sake of Chinese education.Part Four discussed the possibility of transforming Implicit Chinese Knowledge into Capability, based on Cognition Psychology, Non-systematic Theory, Coordination Theory and Control Theory. Part Five analyzed the process, the strategy and the method of the transform from Implicit Chinese Knowledge into Capability. The transform should experience a three-stage process: the cognition, the relating and the automation. Creating situation, arousing Implicit Cognition, the conversing between Implicit Knowledge and Explicit Knowledge are the strategies of the transforming. To keep the Implicit Knowledge and Explicit Knowledge flowing is the main method to achieve the transform.These five parts correlated with each other by the clue of uncovering the problem, clearing up the recognition and solving the problem.