Study On True Qualities Of Chinese Teaching Of Huang Houjiang

On some problems in C hinese teaching since the new curriculum reform, Huang Houjiang proposed the teaching ideas of "true qualities of Chinese". This paper attempts to analyze the teaching characteristic of Mr Huang, thinking the enlightenment he brings to C hinese language teaching, through studying his teaching thought and teaching cases.This paper is divided into three parts.The part one is an introduction of Huang Houjiang’s thought of true qualities of Chinese teaching. First, it dissects how Mr Huang’s teaching thought formed mainly from his unique qualities. Second, this chapter introduces the three stages of teaching thoughts and briefly summarizes the fundamental connotation of true qualities of Chinese teaching.The part two is the core part of this paper. With case analysis, through studying how Huang’s teaching thought embodies in practice, this chapter extracts three characteristics of his classroom teaching: true qualities, symb iosis, and student-centered. True qualities of Chinese, as the basic characteristic, is mainly embodied in emphasizing reading, emphasizing savoring Chinese language,and training students’ expression and writing skills;Symbiosis is the main method. Huang Houjiang introduced the biological theory into C hinese language teaching, creating harmonious teaching method and tree type symbiotic class structure. Therefore, symbiosis is Huang’s teaching method as well as a kind of pursuit, which is embodied in the symbiosis of teacher and students, symbiosis of students and students, and the symbiosis of teaching content and teaching process. The thought of “student-centered” way of teaching is the basic stand in Huang’s classroom teaching. Student-centered model is not only to respect the principle position of students, but also should emphasize teachers’ instruction.On the basis of the previous discussion, in third part, the author ponders over what enlightenment Huang’s teaching thought and practice brings to Chinese teachers. It includes the following three aspects : first, C hinese teachers should consider problems with the dialectical and unified thinking mode; second, Chinese teachers should base on the teaching practice; third, C hinese teachers should achieve professional development in continuous summary and reflections, and conduct Chinese teaching on the premise of characteristic understanding of this thesis.