On The Geometrical Thinking Of Chinese Knowledge Teaching

In the ceaseless progress and development of human civilization, knowledge has always been an important aspect that people have to concern about and it also guides human’s ideology and behavior. In Chinese curriculum and teaching, Chinese knowledge will naturally be the focus of the research on Chinese curriculum all the time. However, the embarrassed situation that domestic Chinese knowledge teaching today faces always requires the Chinese teaching circle to carry out analysis on the nature and category of Chinese knowledge. This can to some degree help reduce the pressure of disordered and inefficient teaching in Chinese knowledge teaching, as well as help us to walk out the chaos situation of Chinese knowledge teaching.This thesis mainly consists of five parts.The Introduction and Literary Review part explains and concludes the research materials of knowledge problems. It also puts forward the core of this thesis, i.e. geometrical thinking guides Chinese knowledge teaching.Chapter One examines the four dimensional classification of Chinese knowledge concerning point, line, surface and body by combining specific teaching cases. The geometrical thinking of Chinese knowledge teaching mainly starts from perspectives of the knowledge structure and cognitive psychology. By following the point, line, surface and body of geometry, it divides knowledge into four levels, that is, basic knowledge point, category knowledge line, plate knowledge surface and communication knowledge body. Basic knowledge point mainly manifested as a concept or collection of core meaning and serves as conclusions of certain particular facts under specific teaching situations. Category knowledge line is a concept or collection of consistent logical order relationship formed by particular facts in nature, content, meaning, etc. under facts or notion. Plate knowledge surface is an integrated concept or collection of different abstract and conceptual knowledge categories. Communication knowledge body, however, is a concept or collection which serves as the reason of conclusion of particular fact and the process of creating or better creating this fact.Chapter Two integrates the point, line, surface and body knowledge from dynamic and static existing ways of knowledge and analyzes the values of each of the dimensional knowledge. By the geometric classification of the knowledge form under the Chinese knowledge system, we can also accordingly adjust the four forms of knowledge into static Chinese “point, line and surface knowledge” and dynamic Chinese “body knowledge”. Specifically speaking, the core natures of basic knowledge point, category knowledge line and plate knowledge surface are consistent, displaying the characteristics of objective meaning, fixed form and abstract content. These characteristics make it more easily to become the basis of forming cognitive ability. During the whole teaching process, teachers can use it as a starting point to locate teaching objectives and design teaching procedures, and at the same time, it can also can be taken as a kind of cognitive and evaluative standard of life. However, communication knowledge body displays completely different characteristics concerning the above three knowledge forms and it is called dynamic Chinese “body knowledge” for its dynamic process. It relatively displays characteristics of subjective meaning, open form and concrete contents, which are the necessary preparation of consolidation and improvement during the human cognitive ability development stage, and which are also the conditions for the subject spirit to develop from an outward and multiple perspective. Meanwhile, the cognition of body knowledge is also the key of personal thinking mode transformation.Chapter Three explores the specific knowledge teaching strategies, basing on the division of static Chinese “point, line and surface knowledge” and dynamic Chinese “body knowledge”. The analysis and awareness of the static “point, line and surface knowledge” and dynamic “body knowledge” in Chinese curriculum knowledge has not been admitted and carried out by teachers. Therefore, firstly from the perspective of ideology, an efficient clearance of the status of the four dimensional knowledge is necessary. Then, in accordance with the static Chinese “point, line and surface knowledge”, we should come up with specific operational plans for the three different teaching circumstances, i.e. the specialized Chinese knowledge teaching, the attendant Chinese language ability training and the daily Chinese language revision; and in accordance with the dynamic Chinese “body knowledge”, we should come up with means to refine summarize, use and understand, experience and internalize “body knowledge” from the three different levels of Chinese language teaching, Chinese language training and Chinese language life.The last part is conclusion which explains and summarizes the basic viewpoints of in this thesis, and which also accepts the difficulty and necessity in classifying Chinese language knowledge. Although there exist many shortcomings in thesis, the author expects that the classification of Chinese knowledge and the exploration of Chinese language teaching can display Chinese knowledge problems in a better and more comprehensive way, and that we can step into the scientific way in Chinese knowledge teaching as soon as possible.