The Shading And Clarification Of Humanity In Chinese Language Classes In Middle Schools In

Humanity is essential for Chinese teaching.the publication of standard fo r Chinese curriculum has further ensured its humaniy,which makes Chines e teaching changed fundamentally.While how to present the humanity of C hinese teaching is a complex art and the result of teaching model,relationsh ip between teachers and students,the levels of teachers and so on.the Chine se education in Tibetan schools are developed on the background of specia l culture.besides helping tibetan students learn how to read newspapers an d conduct daily conversation through the Chinese study, the Chinese educa tion here also is responsible for promoting the understanding and mixture b etween the Han nationality and tibetan people through the contious Chines e education.especially in recent years,Tibet always fight with these spilists in the front position, then a better Chinese education with humanity could strengthen the sense of identity in tibetan students,thus better fighting back the westernization and seperation from western spilists.The core concern off this paper is how to present humanity in tibetan Ch inese teaching.and the paper can be divided into five parts:the first partis i ntroduction,which the author poses his argument.and on the base of a revie w for the past documents,the author systematically concludes several questi ons and in pratical ways describes the condition of humanity in tibetan Chi nese teaching.then the author makes.an exploration and analysis on these p roblems.The second part explores what is the humanity of Chinese teaching and the humanity of Chinese teaching can be divided into severalparts.the author believes the humanity of Chinese teaching is shown by the humanities of C hinese knowledge,teaching models,and its teaching methods.The third parts describes the condition of tibetan Chinese teaching,which i s mainly presented by the lack of Chinese teachers knowledge and their ex pressive ways in teaching.atthe same time,they are unfamiliar with humanit y in their Chinese teaching.The fourth part explores the reasons why there is a spiritual loss in Chinese teaching.the author concludes several reasons,they are,1 the exam system2 the number of students in a class3 schools usually does not pay attention t o Chinese classes4 the use of Chinese texts.The fifth part poses an eternal purpose for tibetan Chinese teaching aiming to cultivate a complete person,which can be realized by the methods of inn ovation of teaching methods, reform of college entrance exams, and abando ning the minds of missing humanities in Chinese teaching and so on.