Return To The Life World Of Middle School Chinese Education

In the context of New Curriculum Reform, the status of secondary Chinese teaching is not optimistic. There is still the phenomenon of inefficiency, weary of teaching and studying in Chinese lesson, even students understanding better than teachers. What’s the problem of secondary Chinese teaching? How to make Chinese lesson show its charm? The theory about living world from phenomenology gives us important inspiration."Living world" was first proposed by Husserl. In his opinion,"living world" is an origin and foundation world. The attitude and manner of "back to the thing itself" means that the understanding about thing itself only goes on in "living world" with rich and overall contact.Heidegger, Gadamer inherited Husserl’s theory of living world, also on the basis of it made different development. In phenomenologist’s eyes, Husserl, Heidegger, Wittgenstein and Habermas,"living World" has some common features, this thesis mainly interprets the character of "taking place" of the living world.The living world is intuitively given, it is taking place."Taking place"is before "concept""scientific""theory", and "going on", has not defined by "concept""scientific""conception""Taking place" makes the living world as a "living" world. In the point of original and fundamental significance, the living world is the world in where we are living in and the meaning is taking place.The secondary Chinese teaching that return to "living world" is to make the Chinese teaching return to the "taking place" state, to develop the usage of language and cultivate language sense with the overall, contextual, experience and dialogue manner, to fundamentally form students’quality of language awareness. This thesis will interprets the Chinese teaching that return to the living world, taking a lesson for example.