From Acceptant To Autonomous: The Qualitative Change Of The Chinese Learning Style

The essence of Chinese curriculum reform is the transformation of the paradigm of course which is from instructive to creative course,and the course paradigm in the successful transition with the shift of learning style.ln the chinese curriculum of instruction, the students are positioned for negative and passive role, the value of the education is placed on the Chinese knowledge system not the the main position of students' learning,and thestudents are enslaved to the learning style of passiveacceptance which is narrow and mechanical.The Creative type Chinese course absorb the the experience of the course reform since the new historical period,and highly propose that "Students are the subject of learning and developmenf",and affirm the idea in the new Chinese Curriculum standard,and the autonomic,copperative and inquiry learning styles which are adovcated is to make changes to the situation of the curriculum implementation process which has put too much emphasis on students accept learning and mechanical training,let the students participate in actively and be willing to explore,and cultivate the students' ability to actively acquire new knowledge and critically thinking ability and the ability of communication and cooperation.The research of this paper is based on such a background,and try to do some thinking and analysis about the creation of Chinese learning style.This paper mainly adopts literature comparative and case analysis research methods,based on the reflection on the traditional acceptable ways of learning, and put the key point on the value of the autonomic,copperative and inquiry learning styles which are advocated by the new curriculum.This paper is divided into five parts:The first part is the introduction, mainly expounds the receptive learningstyle ignore the students' learning subject, regard the student as the role of the passive acceptance knowledge,so, we should change the situation that students are enslaved to the receptive learning stlyle; The second part is a reflection on the study about the shortages of the receptive learning stlyle,although it can reach a certain learning effect, its negative effects are more than the positive effects; The third part mainly explains theseveral big factor which restrict the Chinese learning style;The fourth part is based on the problem which happened on the students'learning subject,and explain the idea "Students are the subject of learning and developmenf" which is initiated by the Chinese new standard; The fifth,the sixth and the seventh part mainly analyze the great value of the three learning styles inconunction with the revelant case from the connotation,characteristic and etc of the learning style,and maily put the key point on the analysis of the significance of the students' lives sustainable development by implementing the status of subject of learning.