The Reflections And Countermeasures To Humanistic Generalization Problem In Chinese Teaching

With the emphasis turned to concept of humanistic education, students as learners and whole living-organisms begin to receive high attention in their all-round development of cognition, competence and emotions, which requires current course teaching take the responsibility of cultivating students'personality.Under the current background of cultural prosperity, Chinese language course moistens students'thirsty hearts and nurtures their healthy growth with its special humanistic charm. Therefore, as an important course for elementary education, Chinese Language Course is regarded as both instrumental and humanistic in nature. Accordingly, Chinese language education should possess humanistic care spirit, integrate educational resources in teaching, and guide students to acquire Chinese knowledge and ensure their healthful development of emotional attitude and value in the developing process of acquiring language competence. It has become a consensus between Chinese language educational experts and numerous language course teachers to emphasize the humanistic characteristic of language course.During the gradual process of language course reform, there appears a one-sided tendency to overemphasize its humanistic nature, including large percentage of theoretical research papers and works on humanistic education in language course teaching, and the wide-spread"pan-humanistic"phenomena in language course teaching. All these are concentrated in text interpretation teaching and manifested in the following two aspects: Firstly, Chinese language text interpretation is generalized as a common cultural activity with its content hollowed and purpose becoming fuzzier; Secondly, the emphasis on students'independent interpretation results in lack of mutual listening and value guidance, and making teaching activities formalized.The issue of"pan-humanistic"phenomena in language teaching in essence is a loss of ontology in language teaching, a misinterpretation of the nature and objective of language course, detrimental to the all-round development of students'language capacity. The remedy lies in changing language course teaching concept and improving teaching methods. Language course should focus on textual interpretation and acquire relevant methods on the basis of textual language. It should presuppose valuable and profound questions to actively guide the interpretation of text, and combine in-class reading and out-class reading to broaden students'horizon. And the good listening and expressing habit for students is also encouraged to form a healthy class atmosphere for text interpretation.The innovation of the thesis lies in the following aspects: (1) In theme selection, profound research is conducted in the important and easily-biased field of linguistics to redress the current state of instrumental loss and overemphasis on humanistic nature in Chinese language teaching. (2) In content, the thesis deeply reflects upon the origin and nature of"pan-humanistic"issue in language teaching, elaborates upon the organic integration of instrumental and humanistic nature, and clarifies the ontology of language education to make it valuable in cognition. Furthermore, the thesis analyses and constructs concrete approaches and strategies for text interpretation to achieve efficient integration of cognitive competence, technical skills and emotional attitude and values, and applies the operable humanistic educational concept to concrete text in Chinese language teaching.The research is of great research significance and practical guidance to form correct Chinese language teaching concept and promote the healthy development of language teaching reform.