The Culture Of The Middle School Chinese Curriculum View

Contemporary Chinese language education has been denounced by the public for a long time. Although many wide awake people are clamoring for Chinese language education’s returning to its root of Humanistic Spirit, the powerful instrumentalization tendency of Chinese language education remains the same under the inducement of instrumentalism and utilitarianism and there is no much change. Chinese language course is moving ahead with criticism and also proceed with many stops. The complex question "How to teach Chinese language better?" is at the front of many front-line educators. Chinese language course is different from the other curriculums as it concerned with how to transfer traditional culture and how to cultivate students’morals and doctrine of conducting self-perfection so as to educate the next generation well. As Luxun said before, the basic question stricken China is faced with is new country foundation and human cultivation. The new China has long since been founded, but the question of human cultivation is still left hanging. As mother-tongue education, Chinese language education deserves to take on the responsibility of human cultivation in order to reestablish the value of humanity of Chinese language education. Only in this way can Chinese language education deserves the humanistic acclaim and shoulder the great commission to transfer traditional culture and educate high-quality citizens. This thesis plans to analyze theoretically by absorbing the soul from the profound Chinese cultural tradition and combining with status of modern language education from the perspective of teaching practice in order to provide useful discussion and offer references on culture constructing of Chinese language course. This thesis is divided into four chapters, the major elements are as follows:Chapter1analyses in depth the erosion of the ancient humanistic tradition by popular culture form the cultural perspective starting from the background of the consumer society, and it also reveals the fact that utilitarianism and instrumental rationalism of basic education lead to a lack of human spirit and that scientification and pseudo-sanctification of Chinese language education swallowed the personality of the Chinese language courses. After the analysis of the current situation and reasons that humanistic spirit retreat from its position, this chapter clarifies the different connotations and denotations of humanity and culture from a etymological perspective and from the current language teaching situation. At last, it pointed out the urgency and necessity that the Chinese language education to implement humane education and restore the cultural traditions.In view of the unique culture trait of Chinese language course, Chapter2proposes a new teaching mode——"DOGS" mode including the following aspects:"Dialogue","Openness","Generative","Situational" on the basis of modern curriculum theory and pedagogical theory so as to can provide a direction for culture construction of Chinese course.Chapter3points out the strategies and ways on how to transfer the excellent national culture and spirits in terms of absence of the cultural tradition in language education. We should change the formal examination evaluation direction to focus on examining students’Chinese attainments. We should also develop local educational materials so let students recognize the land beneath their feet. Teaching should help students to understand in depth the characteristics of national culture based on cultural connotations of textbooks. In addition, in order to explore in depth the cultural connotations of the Chinese language courses, the paper also refines four kinds of consciousness Chinese language education should pay attention to:consciousness of life, consciousness of living, consciousness of the people and eco-consciousness. They can be called "4S consciousness" for short.Chapter4discusses the requests for schools and teachers of construction of the cultural outlook of the Chinese language course. The paper pointed out that the Chinese language teachers should act as an exemplary person,retain the scholar emotional, and communicate with students rationally. The paper advocates teachers not overstating deliberately in mining cultural connotations of textbooks to fully achieve the dialectical unity of the diverse interpretation and limitary interpretation. Schools should pay special attention on the construction of campus culture and build a scholarly campus to immerse students into the rich cultural atmosphere.