The Research Of Chinese Knowledge In High School

"New curriculum standards of ordinary high school" proposed three dimensions of the target, that is, knowledge and ability, process and methods, emotional attitudes and values."Knowledge and ability" this dimension is the fundamental goal of language courses."Process and methods "is the ways and means to achieve "knowledge and ability "."emotional attitudes and values " is the power to achieve "knowledge and ability to". And objectives of these three dimensions are carried out simultaneously."Knowledge and ability" is the foundation and the core, and it is the most important dimension. Because it is the base of the development of the other two dimensions. The other two dimensions not truly reflect the essential nature of Chinese curriculum. They are the common goal of all humanities curriculum. To abandon or weaken knowledge and ability, pursuing the so-called comprehensive, holistic and common goals, will inevitably lead to dilution characteristics of Chinese curriculum, dismantling subject content and structure. Making it to be the mixture,incorporation of the language textbooks of other subjects too much content. And it seems that Chinese curriculum is not Chinese curriculum. Chinese knowledge is the basis of language learning, and this knowledge is the premise of translating into proficiency of students. So we must pay attention to Chinese knowledge.Contents of Chinese textbook is the concept of specific forms of Chinese textbook.That is, organizations or non-text material, effectively reflects the various elements of course content and delivery of the message. Contents of Chinese textbook is to answer "what is to be used to teach". Teachers in the teaching should understood materials as a metaphor of the text. Using of the material is understanding and interpretation of the potential significance of text, The essence of using textbook is communication and consultation of different understanding and interpretation. So as to achieve the integration of understanding. In teaching, teachers and students, teachers and teaching materials, students and teaching materials, students and students is a dialogue relationship. The significance of materials and its creation is intermediary between teachers and students. This is the basic form of communication between subjects. In this structure, the process of knowledge is bidirectional, reversible, open and pluralistic, and this meets the requirements of current curriculum reform most. Teaching of Chinese knowledge Should not only rely on Chinese textbook which makesit to be specific carrier of knowledge teaching, but also make materials "live pan-up ".Paper is divided into four chapters totally. Preamble of Paper describes the positioning of knowledge in the new curriculum standards and researches the cause of the problem established. The first chapter elaborates the object of this paper:First introducing language knowledge and the teaching of language knowledge, again shows the necessity of language knowledge teaching. The second chapter analysises language knowledge of high school Chinese textbook of PEP, making comparison of presentation of old and new materials, in order to display the representation way of knowledge and knowledge content of new textbooks. The third chapter elaborates teachers must distinguish Some relationship in teaching language knowledge of high school. Identifying the relationship between knowledge and ability, the knowledge and literacy, in order to better serve the teaching. The fourth chapter is for the knowledge teaching situation, clarifying the errors of the understanding and teaching, taking effective teaching strategies.The purpose of this paper is to arouse teachers’attention to language knowledge, making reference observations of using PEP materials rationally, providing some inspiration to improve the efficiency of language teaching in high school.