The Implicit, Consciousness-raising, Explicit Study On Chinese Grammar Teaching In Middle School

Implicit, and consciousness-raising, explicit Chinese grammar teachingmethods in middle school, it is based on the results of cognitive psychology.Using some methods of the second language teaching, research in the field ofChinese grammar teaching in middle school. As expressly provided in middleschool Chinese curriculum standards, secondary school teachers are notsystematically explain the grammar. But in the specific teaching practice,there have been many problems, for example, students can’t read simpleclassical Chinese, and often appear in the composition of the usual or a faultysentences. Based on these issues, in the process of teaching practice, at thebackground of the pre-hominid’s research result, home and abroad, myresearch train of thought forms. After much practice, implicit, andconsciousness-raising, explicit Chinese grammar teaching methods in middleschool, to facilitate the students’ effective control of mother-tongue languagerules.The first part of the thesis set of implicit, consciousness-raising, explicitprinciples of Chinese grammar teaching in middle school, including systemicprinciples, principles of hierarchy, communicative principle, the principle ofdiversity and operational principles. The second part of the paper focuses onthe psychological mechanism of language is--Implicit Learning, and howstudents’ Implicit Learning of the language. The third part of the paper mainlyintroduces the consciousness raising theory, and consciousness raisingstrategies of teaching methods in language teaching. Part IV of the papermainly introduces the explicit learning theory, and significant guidance andspecific operation as well as teachers.