Study On Systematic Teaching Of Chinese Knowledge On The Basis Of The New Textbook Of Junior Middle School

Chinese knowledge has been attracting much attention but also invites much more skepticism than any other subjects. in 2001, The Chinese course standards(experimental Draft) of full-time compulsory education issued by the Ministry of Education proposed that “intentional pursuit of the systematization and completeness of Chinese knowledge is unacceptable” “It is unnecessary to adopt systematic and intensive teaching of grammatical and rhetorical knowledge” “Grammatical and rhetorical knowledge should not be tested in exams”. Consequently, Chinese knowledge has been left unnoticed and the teaching of the knowledge is landed in a dead end with little development or even shunned away by many. The ambiguity of the theoretical research definitely leads to the chaos of teaching approaches and the hesitation on the part of teachers teaching this course. Accordingly, this paper, on the basis of the new textbook(2013 version) of Chinese course, is to explore the approaches to and significance of systematic teaching of knowledge and come up with suggestive solutions with the aim of: 1) investigating the systematicness of the text book itself; 2) improving the teaching approaches to knowledge; 3) focusing on the cognitive psychology of students.