Research Into Han Jun's Chinese Teaching Theory

Han Jun's theory system elucidates two core propositions, namely opposing "false sanctification" and "technologizing". Han Jun, as a rebel, regards "traditional" Chinese education as the one lacking humanity spirit, the humanity connotation shared by all the liberal arts as the essence or chief characteristics of the subject Chinese, and endows Chinese education with the mission of nurturing "men", replacing other missions of Chinese education. Accordingly, he puts forward such viewpoints as "from originally regarding application as the essence of Chinese education to spirit", "attributing the sticking points, namely "fewness, slowness, poorness and waste", to the lack of humanity spirit. In the operation level of teaching, its essence is "drawing inferences about one case from other instances", which basically turns depreciated or even negative attitudes towards the traditional theory and practice from the May 4^th Movement to the present time. Han Jun points out that humanity spirit should be permeated from beginning to end in Chinese teaching, which is where the value of Han Jun's theory mainly lies. Though his teaching theory points out errors and offers salutary advice, it is hypercorrect. We should make it explicit that the major task of Chinese education is to gradually develop students' comprehensive Chinese competence. In actual teaching process, according to different levels of different learning phases, we should examine Chinese systematically. Only in this way can we avoid the occurrence of Han Jun's deflection.