"Real Chinese" Change Of Idea And Practice Research

Through the discussion activities associated with the true language learning, aiming at the existing problems of the present Chinese classes, on the basis of the specialized practice, Huanshan Wenfeng School, for example, through questionnaire, interview, investigation and teaching practice, use practical action to demonstrate what is true of language? What is a fake Chinese?Chinese subject because of its special properties and the particularity of Chinese teaching form to a certain extent, and not quantitative, the so-called true and false, there is no exact definition of actually. According to the requirements of the declaration of Julong and hope, the ideal in the adequacy of the true language should reflect on the teaching concept and method whether suit the language discipline nature of the course, course characteristics, curriculum, the requirement of teaching activities is practical and effective, the teacher is strict according to the laws of the teaching aspects such as teaching seriously. So a simple discussion of true and false is not scientific, is also not realistic. That is to say, really depends say whether through Chinese teaching to improve the students’ Chinese accomplishment and cultivate the students’ language ability. If meet the requirements, that is the true language, which is more sufficient language lesson. On the contrary, it is "false", here can be understood as inadequate.In view of this, the paper by reviewing the historical origin of the true language education thought, and to the development of Chinese education thoughts before process for collecting, sorting, rheological process of intellectual development of the Chinese teaching theory, the present situation of Chinese classroom teaching in junior high school students investigation and cause analysis for the data support, and attempt to show true Chinese classroom teaching case, dialectically analyzed the present Chinese classroom language lesson of true and false of the so-called problems, finally through the preliminary conclusion true language specific teaching cases. The full text is divided into four parts:The first part: introduction. Mainly divides into two points, one is the declaration of Julong advocated as the full text of the introduction, from the nature, course characteristics, curriculum ideas, curriculum and teaching activities four aspects to define true Chinese what? From the true language concept leads to false manifestations and defects of the language and prove that the advocacy of the declaration of Julong timely is necessary; Second is the proposed topic, true language research status, research purpose and significance, the research idea of this article, the overall framework, put forward in this paper, the research goal and the research methods.The second part: the first chapter. With a review of the true language education thought historical origin, in particular, Ye Shengtao, Tao Xingzhi, Shuxiang’s comments on Chinese language teaching, such as extracting they belong to the true language education idea, under different time background and based on the true requirement and development of the brief narration of Chinese thought, the preliminary definition of true and false in teaching language.The third part: the second chapter. Hope that through the investigation about the present situation of Chinese classroom teaching in junior high school students, Huanshan Wenfeng School, for example, USES the questionnaire survey and interview method to analyze real life doesn’t really problems of Chinese teaching, and in view of the problems found were analyzed.The fourth part: the third chapter. True language classroom teaching cases show, according to the real Chinese stick to word, phrase, sentence, paragraph, article, close to the students’ interests and life need to teach the language requirement, the true language teaching activity, for example, metasomatism the true language implementation condition, its theoretical basis, operating process and the basic steps. Reveals the true where, how to avoid false, inadequate teaching behavior.The fifth part: the fourth chapter. Review and analysis of present situation and existing problems of true language discussion, define the true and false language.