The Study Of Chinese Post-Teaching Mode Times

Since the implementation of the Chinese curriculum, class teaching mode has entered a booming period. As we all know, even though there are many types of Chinese teaching mode, the Chinese education continues to struggle in a variety of critical sound. Among all the other disciplines, the Chinese subject is still not being taken seriously marginalized. The teaching mode is the embodiment of Chinese teaching rule, but it does not really play its role in Chinese teaching.The main reason is that the teaching model developed by the uneven quality and the application of teaching mode heat seriously. In order to solve this problem, many scholars have also launched a study. They proposed "post-teaching model age" concept, trying to make language teaching out of this dilemma into a model teaching. This article is not to build the concept of system of teaching mode, but to explore the connotation of the teaching model, features and value and to study into the role and significance of language teaching.This paper together is divided into five parts:The first part is the introduction part. It mainly pointed out that the phenomenon of current Chinese teaching "mode" is growing day by day which brings many disadvantages of Chinese teaching, so the idea of the "post-teaching model age" was proposed in order to make Chinese teaching out of the plight of the teaching mode, promoting Chinese teaching.The second part defined the related concepts. The essay elaborate the concept of Chinese teaching mode, the elements and characters, with the purpose of clearance the basic theory of the teaching mode, which try to find the differences between the teaching models and modeling and then discuss the two concepts:the teaching mode and the era of post-teaching mode. The third part described the development process and the basis question of the post-teaching model which is divided into three stages:the bud, the development and the official presentation. It contains the practical basis and theoretical basis. The theoretical basis is from the post-modernist theory and complexity theory-based. The practical basis is from the drawbacks of Chinese teaching mode and the need for the new curriculum reform.The forth parts discusses the characters and value of the post-teaching model. Its main features contains the turning of Chinese teaching from teaching mode to teaching quality, the turning from teaching convergence to teaching personality, the turning from closed teaching to open and the turning instructional technology to teaching art. Its value is to correct the misunderstanding of Chinese teaching from the awareness level and to reflect the current mode and application from the practical level. It riches the Chinese teaching theory from the theoretical level and constructs a new dimension for the reform of Chinese teaching.Part five explores the principles and strategies of Chinese post-teaching mode.The principles are the difference principle, the principle of openness and expansion of the principle. The strategy is divided into four parts which is paying attention to guiding the students from passive to independent, diversifying the evaluation to promote the teachers to get rid of programmable, focusing on development to promote the richness of teaching content, and choosing flexibly to promote the diversification of teaching methods. Finally, the essay ends with two typical teaching cases of this study in comparative analysis.Through to the research of language "post-teaching mode age" concept, a new vision to know existing Chinese teaching mode,which is expected to correct the current Chinese teaching mode for the misunderstanding,and then can provide the methodology basis for choosing effective, development and application of Chinese teaching mode. At the same time, we hope that through this research, not only to further the base of the discipline theory of Chinese teaching perfectly, but also can provide help for training to adapt to the modern society.