Differences Of Learning Psychology And Chinese Teaching

The modern times of knowledge economy and the daily deepened innovation of Chinese education call for humanist education urgently. In such a background, Chinese, as the basis of middle school humane studies, plays a critical part in fully developing students' personality, intelligence and other qualities. However, the present Chinese teaching stresses too much on the passing on of knowledge and skills. When considering the importance of knowledge or students, teachers often reverse the order. They think the passing on of knowledge and skills much more important than the knowing about of students. Chinese teaching is thus put in a tight corner. This article promotes that to organize the teaching should base on the differences of learning psychology and make students the center of teaching. Several successful cases of Chinese teaching and practice of teaching innovation are used. From the angles of psychology and methods of teaching, the writer approaches all kinds of relations between differences of psychology and Chinese teaching, hoping that a good result can be achieved through less work. The subject is analysed in two big aspects, that is, the relative common psychological differences and the absolute individual ones. The former one contains two parts. One is about how to teach according to age differences, which includes how to teach at the beginning period, to overcome the psychology of stuffing up and to seize the crucial period of development. The other is on how to teach according to sexual differences, in which both boys' and girls' psychological differences are analysed. The latter one is about how to teach according to personality differences. This includes the incarnation of middle school students' psychological differences and how to carry out the teaching.