Changes Of The Twentieth Century The Concept Of Language Reading Instruction

This dissertation tries to systematically investigate the conceptions of Chinese reading education in the 20th century which have a strong impact in the history. It intends to retrospect and expound their centurial evolvement, probe the cause and outcome of their development, see about their speciality as a kind of historical existence, so as to provide some intellectual support for the production of new conceptions of reading education. Literature search is the major method of the research. On technique, it selects typical events that can form some units by time, through which we can investigate cross-sections of reading- education conceptions, and then outspread and recount them by exemplification and generalization, in part and in whole. It tries to comment by material and avoid remarking on empty.The paper is divided into two parts: the first is before 1949 and the second is after 1949. The first part reviews the formation and development of reading-education conceptions within the duration of 50 years after the Chinese language became an independent course in 1903. From the angle of the formation of reading-education conceptions and their differences & affiliations, the first part is then cut into three periods of time, each of which concentrates on the typical arterial ideas: the initial stage after theChinese language became an independent course in 1903 (1903-1922)--the "readingtextbook" and "reading methods" teaching conceptions in change; the new educationalsystem stage (1923-1929)--detached "intensive reading" and "extensive reading"teaching conceptions; curriculum criterion stage( 1929-1949)--"selected-text teaching"content and form conceptions in argument. The second part reviews the evolvement and development of Chinese reading-education conceptions in the second half of 20th century. It is also divided into three periods of time like the first part, each of which has it's comment subject: from the foundation of P. R. China to the late1970s'(1950-1977)--separated or integrated "literature" and "language" teachingconceptions of Chinese reading; new period (1978-1990), renovated efficiency and capability teaching conceptions of reading; compulsory education period (1991-2000), expanded "language quality" and "readers center" conceptions of reading education.Finally, based on the above work, from the point of view of gaining new insights through reviewing old materials, the paper sum up the three issues existing in the evolvement of reading-education conceptions in the 20th century, and attempted presenting some personal ideas for the settlement of those issues.