History Of The Classical Teaching And Innovation Strategy

It is about one hundred years since classical Chinese was formally regarded as a subject at the end of Qing dynasty, during which the teaching of classical Chinese has experienced many various changes, that is to say, from tradition to modernity, from conservative to opening, so has the syllabus on Chinese teaching for Middle School. With the constant transformation of education, more and more material for classical Chinese has been appearing together with many kinds of teaching methods, which have been adopted in teaching classical Chinese. So far, a large number of experts in classical Chinese have been further exploring in this field. All above contribute to the basis of teaching classical Chinese for Middle School.However, compared with the transformation of teaching contemporary Chinese, the transformation of teaching classical Chinese seems to hesitate to press forward, and in some degree, it still stands backward nowadays, which can't adapt to the development of the society and times. Therefore, it requires greatly improving. The problems of the teaching classical Chinese lie in the following; low teaching efficiency, old and ineffective teaching methods, lacking the teaching theories, and the fact that teaching is divorced from examining. During the teaching course, teachers usually don't pay enough attention to the students, that is, students can't play a main part in teaching and learning activities. Little by little, students lose their interest in learning classical Chinese. As a result, the outcome isn't pleasing even if teachers have made great efforts. Nowadays, some experts who work on reforming teaching classical Chinese have made some new and brave attempts. Even so, most of them have ended in failure, partly due to paying too much attention to practice ignoring proper theory, or partly because of laying undue stress on the character of tools and humanism. It has been proved in the recent years' College Entrance Examination that some of these teaching attempts have led to students reading ability to comprehend classical Chinese declining. So today's teaching classical Chinese wants further transformation and systematized one.Where should teaching classical Chinese go? The birth of Curriculum Standard for Chinese Teaching has pointed the way. It is suggested that students should be the masters of the class and play an important part in class activities to arouse their interest in learning classical Chinese, which helps to carry out the teaching strategies, such as independence, cooperation, and research, to develop students' all- round abilities. In order to achieve the goal of transforming teaching classical Chinese, we must realize the importance of doing the following well. First, we must master the nature of classical Chinese. That is, it is classical, and it is distinct from modern Chinese, which should be treated as the foundation stone while teaching. Then we must deal with the four kinds of relationships well: between text, students and teachers; between the characters of tools and humanity; between in-class reading and after-class reading; between traditional teaching and modern teaching. The four kinds of relationships is the key issue, which should be made clear in teaching practice.What theory is the basis of the transformation of teaching classical Chinese? We'd better use the advanced teaching theories from both home and abroad for reference. The theory of Dialogue helps us to deal with the relationship between text, students and teachers well. Only by making enough dialogues can students understand new knowledge and obtain the abilities. Dialogues between teachers and students do good to encouraging students to study what is asked to learn. Meanwhile, the theory of Recognition Psychology from the western offers the theoretical support to building up new classical Chinese teaching strategies. All these advanced theories point out that children in the course of obtaining knowledge and abilities should be active. So students should be encouraged to arise questions, presume and check. They also suggest that students should learn to cooperate each other and teachers should take some measures to develop students' potential abilities to solve creative and challenging problems.How can we find effective classical Chinese teaching strategies? First, the theories mentioned above tell us to have a new kind of relationship between teachers and students according to Curriculum Standard for Chinese Teaching, which is named dialogue- cooperation relationship. Based on the former, teachers should have opening teaching ideas and methods, which mean taking new measures with opening teaching content, creative teaching ways and teaching evaluation to help students form good learning habits of independence, cooperation, and research.In a word, I will make new attempts on the history of classical Chinese development and strategies of teaching classical Chinese, depending on teaching practice and modern teaching theory, according to the past (its history), the present (existing problems) and the future (the teaching strategies and practice).There must be some points to be improved, and I will be very grateful if you would like to be generous to offer me your precise directions.