A Comparative Study Of The Educational Thoughts Of Three Generations Of Famous Chinese Teachers Since The Reform And Development

A century-old plan is based on education;a grand plan for education is based on teachers.Since the reform and opening up,a number of outstanding Chinese teachers have emerged in the Chinese language education circle,that is,the “this generation”,“that generation” and “new generation” referred to in this article.They are truth-seeking and pragmatic,dare to explore,dare to innovate,and are determined to reform,keeping up with the pace of the times,and gradually forming a Chinese education experience with Chinese characteristics,which affects the development track of Chinese language education and teaching.This article starts with a big discussion about the“intergenerational inheritance of Chinese teachers” initiated by the education circle in2007,and focuses on the Chinese education formed by the famous teachers of “that generation”,“this generation” and “new generation” since the reform and opening up.Select Chinese teachers from different generations as the research object,and on the basis of analyzing and sorting out teaching records,teaching design,teaching reflection and related works,explain the similarities and differences of the three generations of famous teachers' Chinese education thoughts,and the main reasons for this difference,and then explore the enlightenment of the three generations of famous teacher education thoughts on the current Chinese education.The first,second and third chapters of this article discuss the outstanding characteristics of the three generations of Chinese teachers in terms of the amphiprotic view,teacher-students view,and textbook's view.In terms of the amphiprotic view(utilizable and humanity),“that generation” of Chinese teachers advocates the unity of utilizable and humanity,and emphasizes dual-based teaching;“this generation” of Chinese teachers advocates humanistic education and strives to return to the original;“new generation” plays down the utilizable and explores Cultural depth.In terms of the teacher-student relationship,“that generation” of Chinese teachers pursue democratic education and they are the guides who open the door to students' reading;“this generation” of Chinese teachers seek a harmonious and equal teacher-student relationship,and they are the guides who emphasize the subject of students' reading;“new generation” of Chinese teachers advocate free dialogue between teachers and students,and they are companion who respect the reading personality of students.In terms of textbook's view,“that generation” of Chinese teachers “teaches textbooks”and emphasizes reductive analysis;“this generation” Chinese teachers use “textbooks”and emphasizes in-depth analysis;“new generation” Chinese teachers integrate teaching materials and pay attention to text critical awareness.The fourth chapter is mainly about thinking about the differences in the Chinese education thoughts of the three generations of famous teachers.It analyzes the reasons for the differences in the Chinese education thoughts of the three generations of famous teachers from three aspects: the background of the times,the theoretical basis and the pursuit of teaching.It is proposed that the three generations of famous teachers have created “historical rationality” in their own era.We must correctly treat the differences between them.Differences,pursuing a dialogue of thoughts of pluralistic symbiosis.The fifth chapter discusses the enlightenment of three generations of famous teachers' Chinese education thoughts on contemporary Chinese education.Learning the language education thoughts of three generations of famous teachers has extensive and far-reaching significance for further promoting the reform of language education,promoting the development of young language teachers,and cultivating batch after batch of students.From the perspective of knowing the past and observing the present,exploring the language education thoughts of three generations of famous teachers has pointed out the way forward for today's language education,that is,balancing the relationship between utilizable and humanistic;student-oriented,and establishing a correct relationship of teachers and students;Taking the actual needs of students as the starting point,based on the textbook,and beyond the textbook.