The Implementation Of Chinese Latent Teaching In Secondary School

The latent classroom teaching of Chinese refers to the teacher’s exploration of potential cultural characteristics of Chinese subject. Through the ways of inspiring students’experience, creating context and setting psychological effects, combining with the Chinese teacher’s unique personality charm, it intends to act on the student’s unconscious psychological level and influences students’knowledge and skills, personality on their spirit of wisdom profoundly. Through ample and deep discipline content, Chinese language shows humane values, such as featuring with spiritual nurture, moral influence, the expansion of thoughts, aesthetic sentiment and the rich wisdom. In the process of Chinese teaching, the achievement of the goal of "humanity", the development of discipline moral education and the improvement of students’overall competence improvement depends on the combination of latent teaching and explicit teaching and implicit. But the basic characteristics such as disorder, indirection and potential are often despised and ignored.Accordingly, this research regards the latent teaching of Chinese classroom as research point. Firstly, it collects the literature at home and abroad related with latent teaching. Onthe basis of research results of Shi-bin Liu and others, it puts forward the potential teaching connotation, features and elements suitable for this study. Secondly, through the list of potential theory teaching to broaden the research perspective of latent teaching. Then, through specific case and interviews, it sums up the excellent teachers’classroom latent teaching experience. Finally, based on the related case, it puts forward the implementation strategies of Chinese classroom teaching.This study suggests that appropriate teaching strategies and unique charm and personality of teachers are requirement to carry out the latent teaching effectively. On the one hand, the comprehensive quality on the basis of profound knowledge, noble moral sentiment, elegant temperament displayed in the long-term education practice has a unique power, appeal, and charisma to students. On the other hand, through life experience, creating story context, role suggestion and other strategies, it affects students’unconscious level of mental activities and promotes students’intelligence, overall learning ability development and the overall moral emotion sublimation subtly.Based on the above research, this paper hopes to provide some reference for the follow-up theoretical research on latent teaching and the classroom practice of latent teaching.