The Development In The Characteristics Of Chinese And The Construction Of Chinese Pedagogy

How have the characteristics of Chinese subject (the course in teaching) been developed since the Liberation of China? How to consolidate the construction of Chinese pedagogy? This thesis is just intended to explore into these issues from perspectives of philosophy, culture, literature, linguistics, and pedagogy, in a hope to facilitate the growth of Chinese teaching.From the Liberation to the 1980's, our understanding of the attributes of Chinese pedagogy experienced the growing stages Instrumental & Ideological, Political, Intellectual & Technical, Artistic & Scientific, Spiral vs. Linear, Ambiguous and so forth.Since the 1990's, however, the academic field of Chinese pedagogy came to think more on the ontology of Chinese pedagogy, meanwhile laying little emphasis on the methodological perspective of Chinese. The new school of thoughts, i.e the ontologicaJ interpretation is embodied in the late-90s disputes including the Instrument-culture, Instrument-humanism Theory, the Ethnical Theory. Thereafter, It becomes clearer, more dialectical and scientific to inteipiet the characteristics of ChineseThe delimiting of Chinese subject, to express my personal opinions, sustains if it holds that Chinese is the most important tool to disseminate culture and perform linguistic communication Consequently, Chinese teaching is meant to cultivate in students the humanism concerns and the competence to make good use of our mother language the knowledge of humanistic and cultural traits. Then, It's natural to figure out that constructing Chinese Teaching should center the four attributes of Chinese the Instrumental Attribute, the Cultural Attribute, the Humanistic Attribute, and the Ethnical Attribute.There are four major parts for Chinese teaching to build up Linguistic competence, namely cultural construction, humanistic concerns and the ethnical traits of ChineseFirstly, the linguistic competence construction lies in building up cognitive competence and practical abilities.Secondly, to fulfill the cultural goal in Chinese teaching, two things have to be done:i Shaping teaching content in a cultural view by way of truth-carrying science popularization, kindness梥timulating ethical cultivation and beauty-teeming literature edifying.ii. Orientating the educational subject (the students) toward the direction of culture so as to foster students' comprehensive linguistic competence and disseminate the culture itselfThirdly, humanism constructing in Chinese teaching makes possible Chinese teaching free itself from me traditional over-specified and oversimplified ethical education, thus approaching the ultimate pursuit of human beings, approaching our country's prosperous future, approaching therealization of individuals' values. Humanistic Chinese teaching is non-adult, multifarious, multidimensional and stereoscopic, which is centered on fostering students' humanistic concerns. As a result, students gain the motives to understand and change the world, as it should be.Fourthly, as to the ethical attribute of Chinese teaching, I attempted touching on vocabulary teaching, prosody teaching, and grammar teaching by analyzing Chinese lexical systems, the musical flavor in Chinese and die ethnical representation of Chinese grammar respectivelyThe above coverage is only a little comer of Chinese pedagogy, however, it is the undeniable efforts made by the people who are in the field of Chinese teaching and researching.