Transfer: The Effective Way Of Classical Chinese Teaching

The transfer phenomenon is always one of the core issues in Educational Psychology. With proposing the slogan of "teaching for transfer", further studies have been put forward in Psychology, and numerous theories are formed. People can understand the concepts of transfer from the past narrow level to a broader level, and they think the knowledge application and transfer belong to "Homogeneous Phenomena". Transfer Theory continues the Learning Theory, whenever there is a new Learning Theory proposed that the Transfer Theory also will update. The research of learning transfer has very important practical significance on improving the actual effect of education. However, in the teaching of Chinese, although the new curriculum reform has been conducted vigorously, there is a lack of effective guidance of Educational Psychology Theory. As "the biggest impact from Psychology on Education", the research of Learning Transfer in Chinese teaching field is very rare to see. Under the huge background of "New Curriculum Reform", people have reached a consensus:Classical Chinese teaching has the penetration of across times, and it is the essential component in Chinese courses. Therefore, classical Chinese teaching has gained more and more attention. In the research of Classical Chinese teaching, there is almost no use of transfer theory for guidance, letting alone the use of latest research results of transfer. In addition,"transfer of language" has gradually become the focus of research in foreign language learning research fields.lt analyzes the influence which has produced to the foreign language learners and mother tongue from the linguistic point of view.It will be affected by the influence of modern Chinese in the process of classical Chinese learning,and there are many things in common with the foreign language learning.Therefore, this paper tries to apply the latest research results of learning transfer theory to research classical teaching, which plays an important role in classical Chinese teaching, and based on the practice of classroom teaching, to play a more direct guidance for classical Chinese teaching. This paper firstly summarizes the Learning Transfer, and introduces the related Education Psychology theories. In conformity with principle of "Transfer Theory is the continue of Learning Theory", it makes a generalized expand of Transfer theory. Referencing some Learning theories, such as the Learning Conditions theory, Knowledge Classification view, Cognitive Psychology, and referring related researches of the Languages Transfer theory, it gives a much wider theoretical basis for the research of Transfer in classical Chinese teaching. And then, it introduces the core concept of "Classical Teaching". The arguments of "language" and "literature" in classical Chinese teaching continue, but there is the fact can't be denied:learning the "Classical Chinese" is the base and is essential. This paper explained the important role of classical teaching in high school in three aspects:from the requirements for Classical Chinese teaching of "Curriculum Standards" and "language", the orientation for Classical Chinese teaching of "Exam Outline", and it gives new definition of the Classical Chinese learning content in the perspective of the Educational Psychology. On this basis, focusing on "Classical Chinese teaching", it talks about the particularity of the Classical Chinese teaching, and expounds the universal existence, the necessity and the function of transfer in Classical Chinese teaching, and proves that transfer is an effective way in Classical Chinese teaching. Based on this, it analyzes the situation and characteristics of transfer in the current Classical Chinese teaching, especially gives a key analysis on the practice of not thinking highly of the phenomena and regular of transfer in teaching and some obstructive factors of migrating, and understands the relevant situation of students'in Classical Chinese learning though investigating. Finishing analyzing its present condition, it proposes corresponding strategies on how to make the transfer play a better role in Classical Chinese teaching from four different aspects:the transfer of attitudes, the transfer of the declarative knowledge, the transfer of the procedural knowledge and the transfer of the strategic knowledge. Closely combining practical classroom of first-line teaching, to put the transfer theory into effect to the classroom from the angle of teachers'teaching and students' learning, some proper samples made are helpful for much more directive function to Classical Chinese teaching classroom.