Chinese Teacher 's Humanities

As one of the basic subjects, Chinese is the richest in humanity. It reflects the basic idea of the quality education advocated today, i.e. the ideology, the culture, the development, the creativity, and the aesthetics of the whole person should be focused, and the all-round enhancement of the persons’ accomplishment should be paid attention. The objects of the middle school Chinese education are middle school students in the special stage whose outlook of world, life and value are initially formed. While secondary school teachers frequently contact with this group, the appropriate guidance of the high school teachers is so important to the healthy growth of the middle school students. Based on this consideration, in order to improve people’s humanistic quality the author thinks that teachers’ especially the Chinese teachers’ humanities are put forward higher request. Therefore the Chinese teachers’ humanities are paid more and more attention. To improve the students’ overall quality, cultivate the students’ healthy body and noble soul and strengthen middle school Chinese teacher team construction, the priority for all current high school Chinese teacher education tasks is to improve their humanities.The thesis firstly represents the humanity connotation of the middle school Chinese teacher combining with the research achievements of different scholars before. Then through the humanity connotation the author does a scientific construction with four aspects, namely, extensive humanity knowledge accomplishment, noble moral qualities, broad humanity accomplishment, as well as the actual practice quality of humanities. The inner relationship with middle school Chinese teacher humanity accomplishment is like that, wide humanity knowledge accomplishment is the basis, noble moral qualities is the heart, broad humanity accomplishment is the core and the actual practice of humanities accomplishment is the method. The second part of the thesis puts forward four theoretical basis for the humanity quality of the middle school Chinese teacher, that is to say, the model of our country’s traditional learning thought, the theory of modern humanistic education, the theory of quality education and the humanistic generality of outstanding high school Chinese teacher. The third part gives the investigation and analysis results in the form of questionnaire, and the data of Chinese teachers’ humanities are from the8th senior middle school in Dongguan city, the No.1 middle school in Zhai town, Xintai city, the No.l middle school in Xintai city, the Modern senior middle school in Jining city, Qianlong middle school in Shenzhen city. Moreover, we analyze the existing problems and causes in today’s middle school Chinese teachers’ humanity. Thus the maneuverability of this topic research is increased, and the persuasive and credibility is strengthened. Based on the current problems, the author in the fifth part elaborates the urgency and necessity of the humanity promotion in the middle school Chinese teacher, and there are four reasons. The new century education needs it, the new curriculum reform needs it, as the only way to achieve their own professional development middle school Chinese teachers need it and arousing the students’ interest in learning and loving Chinese need it. Finally in the fifth part of the thesis, the author tries to give some strategy to solve the problems and improve the middle school Chinese teachers’ humanity.All in all, middle school Chinese teacher humanity is very rich in content. Promoting middle school Chinese teachers’ humanity can improve the quality of teachers, promote the development of their professional ability, and more important, strengthen the team construction of the Chinese teachers. Thus students’ sound personality and good moral character can be cultivated, and the healthy development of our country’s education can be realized.