Let “Chinese Taste” Return To The Language Classroom

The new curriculum reform program has been implemented for more than a decade, the language classroom to become more active, teachers and students more actively involved, but the language teaching reform did not achieve substantial results, language teaching is still criticized for too much attention to the neglect of others themselves, therefore, the language classroom should be done to truly meet the new curriculum standards, in order to meet the students’ physical and mental development characteristics, so that students can improve language literacy it?"Chinese taste", the Shenzhen Municipal Academy secondary language teaching and research staff in 2001, Mr. Cheng Shaotang presented in this case, with the launching of the new curriculum reform, after 10 years of exploration, to build a new teaching theory- "language taste " theory.From the "Chinese taste" point of view, to look at today’s language classroom. Firstly, the concept of "Chinese taste" define, analyze "Chinese taste" characteristics, summarized "Chinese flavor" of the development process, and in accordance with the concept of "Chinese flavor" to determine the language lessons "sour" phenomenon, the researchers "sour " reasons, and try to explore the " Chinese taste " return to the way the language classroom."Chinese taste " is not only needed to reach the realm of the language classroom, but also to measure the success of the standard language lessons. "Chinese taste" is the essence of language teaching, but also the language classroom is the soul.. No "Chinese taste" language class can not be said to be true of language lessons. "Chinese flavor taste" as a measure of the success of language curriculum standards, enables us to taste the phenomenon of language lessons have better judgment, but also more conducive to making a return to the language itself, language teaching, therefore, the study of "Chinese taste" return there theory and practice of double meaning...