Exploration On Classical Reading Capability Based On Theory Of Knowledge Classification

Classical teaching has been a problem in language teaching in China. There are many controversial topics. A topic of debate is whether to teach classical knowledge in the end. Finally there is no uniform conclusion, because the understanding of classical knowledge is not on the same level. There is discussion of language and text, teaching methods, etc. The goal of exploring "what to teach" or "how to teach" is to cultivate students’ability to read classical. Then producing a question:what is the classical reading ability? Combing the existing data, there is not the systematic research. We believe that, no clear understanding of the nature of the ability will not lead to the clear understanding of its composition, also can not figure out the laws of the formation and development of each component. So we have not find an effective way of cultivate classical reading ability.In the first chapter, classial, reading ability and knowledge classification theory are defined in the text.In the second chapter, we comb our existing students’reading ability theories, then point the unreasonableness of each view. Chinese current language education sector has not yet systematically studied the nature of classical reading ability. So through combing and assessing the existing concept of reading ability, we speculate the potential understanding of the reading ability of classical.After we assess some reading ability theories, we use Knowledge Classification Theory to analysis the nature and composition of classical reading ability. The text raise a new concept of classical reading ability:the nature of the classical reading ability is a problem-solving ability, and the result of knowledge-learning.The composition of the classical reading ability are verbal information, wisdom skills and Cognitive strategies.For each type of knowledge, we specifically address for each type of knowledge including knowledge of the content, classification and the behavioral indicators of acquisition.In the third chapter, we elaborate the paths and influencing factors of the classical reading ability. Knowledge Classification Theory advocates that acquisition, maintain, extract or the application process of different types of knowledge are different, though they have some Common features. We should not ignore. In this regard, we propose three train paths. First, rich the verbal information of classical reading; second, improve the wisdom skills of classical reading; third, master cognitive strategies of classical reading. Each type of knowledge acquisition are affected by internal and external factors. This paper describs those in detail.In the fourth chapter, we use of Knowledge Classification Theory to guide classical reading teaching. Teaching objectives guide the teaching process. Under the guidance of Knowledge Classification Theory, we first use Process Task Analysis and get enable-targets of each teaching steps. Next, analysis learning-tasks and classify enable-target by learning outcomes. Goal of The Five Ingredients(Gagne) states goals from five parts:situation, action verbs, performance verbs, objects, tools and conditions. This makes the target more specific. In Chapter Four of Section Two, we match the problem-solving mode in information processing psychology with three reading process models, then we build a problem-solving teaching process model. After we analysis typical cases of excellent language teachers, we find that the teaching ideas infiltrating in those cases are matched with classical teaching of reading process model. This illustrates that those teachers’outstanding results are in association with they use Knowledge Classification Theory in classical teaching of reading. This also illustrates that problem-solving teaching process model has considerable application potential. With the development of modern science, knowledge gradually differentiate."Separation" is the essence of Knowledge Classification Theory. But grasp the "separation" is not enough. We have to consider how the overall development of the three types of knowledge which constitute the classical reading ability. So the paper puts forward three cultivation strategies of the classical reading ability from the perspective of knowledge construction.In this paper, we mainly use theoretical discussion and empirical research, and propose to use knowledge classification theory for training classical reading ability. This also can promote the classical reading teaching into the scientific track.