Chinese Classroom Teaching Research Based On Structuralism Curriculum View

The curriculum standards put forward new requirements for teachers’teaching awareness and behavior.In specific language teaching,some teachers lack the awareness and strategy of teaching structure.The idea of structuralist curriculum theory can provide teachers with a path to solve teaching problems.Therefore,in the perspective of structuralist curriculum,this paper looks at the structural problems existing in the current Chinese teaching,analyzes and interprets the cases together,and proposes guiding principles and teaching strategies.The introduction part:from the origin,significance,status quo,ideas and methods of the study and the definition of the concept of the structuralist curriculum concept are explained in five aspects.Firstly,from the change of new curriculum standard,the teacher consciousness and behavior change start,and the viewpoint that teachers should pay attention to the importance of structure,and then point out that the structuralist curriculum view can provide a theoretical perspective for the current Chinese teaching:first define the core concept of research theory.Then expand the discussion layer by layer.The second part is introduces the current situation of the lack of structure in the Chinese classroom and teaching.It discusses from the contents and methods,and clarifies that classroom teaching is the common composition of teachers and students,so it analyzes the problems from both teachers and students.The first chapter introduces the concept of structuralist curriculum.First of all,the systematic philosophical thoughts of Piaget and Chomsky and Levi-Strauss are systematically summarized.The philosophical thoughts of the three provide a philosophical foundation for the structuralist curriculum.Secondly,it introduces Bruner,Schwas and Fenix,the main representatives of the structuralist curriculum.Among them,Bruner is the first person in the discipline structure movement,and proposes specific teaching from the micro level in the Educational Process.The method,Schwab and Fenix enriched the theory of structuralist curriculum.Finally,it sums up the common features of the inductive curriculum view and clarifies the enlightenment of the theory on the status quo of Chinese teaching.The second chapter introduces the problems and influences of teachers’ lack of structural awareness on curriculum and teaching objectives,curriculum content and teaching methods in Chinese classroom and teaching.Classroom teaching is the unity of teachers’ teaching and students’ learning.And the reasons for analyzing the problem in both aspects.The third chapter mainly discusses the principles of structured classroom teaching.This part proposes four principles of teaching from the aspects of structure,integrity and gradual progress,and teaching students in accordance with their aptitude.The four principles are mutually reinforcing.In a specific Chinese language teaching,one principle cannot be followed in isolation.From the perspective of structural curriculum theory,we try to find an effective path to guide Chinese teachers out of the teaching dilemma.The fourth chapter is based on the principle of practice,and puts forward the structuralist curriculum concept teaching strategy for the problems existing in current Chinese teaching.This part is discussed from three points:First,starting with the goal of Chinese teaching.Through the investigation,it is found that some Chinese teachers have unclear understanding of the related functions of the teaching objectives,such as the function and characteristics of the teaching objectives,and propose that the teachers should define the hierarchical relationship strategy of the teaching objectives.Secondly,starting from the structural problems of the teaching content,the textbook structure strategy of "study-book-unit-text" is established to help teachers and students to correctly grasp the teaching content and clarify the focus of teaching and learning.Thirdly,from the simplification of teaching methods and other issues,the strategy of combining "teaching method" with "discovery method" is proposed.