The Trinity Of The Chinese Knowledge, Ability And Cultivated Manners

The new Chinese curriculum standard has already practiced forseveral years, each who in educational circles have different viewpoint tothe result of the new Course Reform. Among them, the core of issue iswhat is the purpose of Chinese education and which way we should usein teaching the Chinese course. Although the new Course Reformproposed the basic principle which is the language teaching shouldcomprehensively raise a student "Chinese cultivated manners", we havemany problems to investigate in the realistic language teaching, forexample, what is the Chinese cultivated manners? How about therelationship between Chinese knowledge and Chinese ability? How dowe actually enhances the Chinese cultivated manners of student?The text tries to absorb nutrient from the republic period of theChinese education, on the base of studying the evolution of Chinesecurriculum standard of middle school in the period of Republic of china, summary the strength and experience of the republic Chinese education, explore the enlightenment to modern Chinese education.The text launches the elaboration in three parts mainly with literaturemethodology and compared with analytic method. The first part introducethe production background of the Chinese curriculum standard in themiddle school in the period of Republic of china: the several changingpolitical environments, the emerges of 54 new culture sport, thesino-Japanese war and the war of liberation, the dissemination of Marxistand the establish of Communist Party of China, the mutual influencebetween education and thinker or educator who lived in the period ofRepublic of china, the spreads of foreign advanced education theories, thedevelopment and consummation of education and the influence of historyto the Chinese course in middle school. The second part appraise the Chinese curriculum standard of the middle school in the period ofRepublic of china from two greatest angles which are the expression formand the contents. The third part elaborate the reasons why the Chinesecurriculum standard of middle school in republic period can give usenlightenments, what are core enlightenment and other enlightenments.Finally, we get the conclusion that Chinese knowledge, Chineseability and the Chinese cultivated manners is trinity: only mastering theChinese knowledge which is object and combining the Chinese abilitywhich have transformed and actually own by student, the Chinesecultivated manners of student can truly enhance, namely, the creativity ofChinese, including general creativity which means somebody surmountedhimself and special creativity which means somebody surmounted theother people.