Reflection And Construction: A Study On The Modernity Of The Chinese Language Education

Modernity in Chinese language education, far from being a completed plan,is not a dead history, but still a real existence to extend to the future ,which is constantly changing its face. It is not only our destiny but also our challenge. In the 21st century, faced with the tortuous history and uncertain future,what we think about the modernity of Chinese language education, is to think of its history, its present,and even its future.In 1904, after"Kui-Mao Educational System"implemented, the Chinese language education set up alone , and from then on it embarked on a modernization path. For one hundred years, modernity has long been the basic value pursuit and historical background of Chinese language education, and the core values of modernity have written the history landscape of modern Chinese language education from different aspects, so that the older subjects received many of the new quality of modernity.However, in the historical process of modernization, the modernity of Chinese language education is also a existence with problems, conflicts and paradoxes.In the process of transformation to modern,the conflicts between China and the West, traditional and modern, utilitarian and aesthetic, autonomy and heteronomy,"Wen" and "Tao", instrumental rationality and value rationality and so on, have plagued and even delayed the advance of Chinese modern language education.what is more,until today it is far from a mature, self for the state.Presently,when the modernity is being criticized, we urgently need to reflect: where are the specific problems of the modern Chinese language education? What is the root caused questions? Where to go? This paper focus on these three questions and answers them in turn.As a result of contradictions and problems existing simultaneously, a hundred years of Chinese language education is a need to be reflected on its history, is also the object to be gone beyond. Reconstructing the more perfect modernity, is our mission that history and reality deliver us.This reconstruction should seek the replacement of philosophical basis, because the entity thinking and the instrumental rationality are the origin that we can not get out the plight of modernity.It is no alternative choice for us to build a new philosophical foundation. When reconstructing it,bringing back the lost "human" is our starting point and destination,and fulling of national characteristics is the identity of the Chinese language ,moreover,to maintain conscious awareness of language subject is premise which Chinese language do not lose the "self". Perhaps to overcome "swing" disease that often happened in the modern Chinese language education, is the top priority to reconstruct modernity of Chinese language education, since utilitarian and aesthetic, rational and emotional, modernity and tradition have been separated and fragmented state, resulting in fragmentation of modern Chinese language education.In order to end this state, we need to remain "essential tension" between them.The reconstruction what we understand is not to reject and totally negate the fundamental values of modernity. Modernity, which is a factor mixed with progress and destruction,have created all sorts of hardships to human beings, but that is not necessarily the results that some people absoluted a certain aspect of modern values.If utilitarian, rationality, "progress" and other factors lose of guidance, will inevitably lead "modern" to subver on the subject, disregard of human nature, exploitate nature, contempt the tradition. To overcome the crisis of modernity, for the future of language education, we also support the Habermas-style "moderate" approach, which is,Chinese language education modernity is a concept that is not yet fully completed,and needs to overcome its deficiencies to continue to be advanced.The modernity in Chinese language education is an unfinished design. We can overcome its crisis by means of replaceing its rational basis ,and then it can still release its potentiality.We need to give values which to prevent the modern extreme constraints, eliminate their hegemony, so that modernity itself attribute to harmony, which is our basic program to reconstruct the modernity of Chinese language education.Of course, as a forward-looking imagine, we can not and do not outline a clear program for the future of modern Chinese language education, or provide a strong cypriot words, or a program that is once and for all, because it is a specific historical formation or the "mobility" exists,and that essentialist thinking which is prior to "being" is exactly what we oppose. We just want to devote our thinkings to our Chinese language education for its bright future, and we also hope it can do good for prospective Chinese language education research and practice.