Language Reading Instruction In The New Curriculum Background For Meaningful Receptive Learning Teaching Strategies

The implementation of new curriculum standards, "self-determination, cooperation, exploration", seems to have become the only mode of instruction.This fact leaves mode of accept learning in the field of the Chinese language teaching to confound the challenge of being severely criticized or even denied .Though seemingly good ,this phenomenon can cause lots of misunderstandings ,for it must be noted that ,whether it is effective or not if the students are allowed to do research independently ;whether the traditional way of learning ,i.e. the model of accept learning should be abandoned ;how important is this traditional way of learning ,if this accept educational approach is still useful to some extent ,then how we can prevent it from being practiced tediously like before ,all these questions mentioned above ,today's teachers and researches have no unanimous opinion.This thesis holds the view that it is essential to change the mode of totally accept learning to "the approach of meaningfully accept learning" In order to illustrate it, it is necessary for us to recognize and reconsider in a reasonable manner the convention of acceptive study practiced in the past few years .A careful research aiming at this purpose shows that the traditional way of learning does own some advantages which are still irreplaceable in the teaching of Chinese language. More importantly ,it must be emphasized that the mode of meaningfully accept learning ,though it is characterized mainly by its acceptiveness ,is still valued in its feasibility.Therefore ,in order to reach the golf of much more efficiency and usefulness of the mode of meaningfully accept learning them its conventional counterpart ,the study on the way of implementing this new teaching mode becomes urgent.This thesis is divided into four chapters. The first chapter is mainly on the basis of this thesis, from the theoretical point of view, discusses about the position, significance and space of "the mode of meaningfully accept learning " in the teaching of Chinese language .Chapter II, Chapter III and Chapter IV is the focus of this thesis, in which the author attempts to find and analyze the experience or the cases where the optimal pedagogy is accomplished by some distinguished teachers of Chinese language and then to summarize and sort out some of their teaching strategies, which in the author's expectation ,would be appropriate to being applied to "the mode of meaningfully accept learning ".