The Reflection And Reconstruction Of Chinese Curriculum Attitude In Senior High School

The Chinese curriculum attitude is the sustained and stable perception in Chinese curriculum formed by the teaching-involved sujects on the basis of having an in-depth understanding of the connotations of the nature of Chinese curriculum, and it is the intrinsic and profound psychological affective intention. The Chinese curriculum attitude mainly consists of the Chinese education attitude and the learning attitude, and its specific connotations are Chinese cognition, Chinese affection, Chinese motivation, Chinese tendency and Chinese habit and so on. The Chinese curriculum attitude not only comes from the concept of "attitude", but is also rooted in the fertile soil of Chinese culture; and it is not only the course fulfillment and implementation way of the attitude-oriented education, but is also the open state of the individual life under the nourishment of national feelings and times spirit. The Chinese curriculum attitude contains the cognition of the value concept of Chinese curriculum as well as the emotional recognition of its humanistic spirit and ethical concerns, and meanwhile, carries out the specific strategies and behaviors for Chinese education and Chinese learning, and guides the Chinese teaching-involved subjects to broaden the Chinese views, form the Chinese methods, cultivate the Chinese emotions, generate the Chinese values and integrate the Chinese personality. The Chinese curriculum attitude is the dynamic mechanism for effective Chinese teaching behavior, and at the same time, it also acts as a presence gesture and existential orientation to give birth to the individual’s keen sensibility to truth, goodness and beauty as well as the powerful cognitive desire to the times, society and life, so as to guide the teaching and learning subjects to communicate with the existing world and exchange with the life significance.To deeply explore and analyze the connotations of Chinese curriculum attitude is to cherish the humanistic characteristics of Chinese curriculum and respect the Chinese education as the way of cultural existence. To survey the situations caused by Chinese curriculum attitude digestion with its connotations can promote the teaching and learning subjects to directly face the various problems existing in the Chinese teaching and recognize the important significance of the reconstruction of Chinese curriculum attitude. Through the reflection on the digestion causes of Chinese curriculum attitude, we further realize:the instrumentalized road of the Chinese curriculum, the linguistics pursuit and the literary preference constitute the curriculum theory origin of Chinese course attitude digestion; the fuzzy curriculum nature and the non-national trend constitute the cultural origin of Chinese course attitude digestion; the orientation of politicalization, examination-oriented standardization and the non-native language (Mandarin) constitute the social-historical root of Chinese course attitude digestion. Therefore, to reshape the Chinese course attitude and let the Chinese course return to standard is the requirement of the contenporary Chinese curriculum reform and the essential route to achieve the cultural renaissance of the Chinese nation. We should accept new Chinese teaching principles, and strive to exceed its rigid teaching patterns and break through the shackles of instrumentalized education concept, thereby taking the reconstruction of Chinese curriculum attitude as the curriculum premise for Chinese to return to standard.The reconstruction of Chinese curriculum attitude in senior high schools requires us to make practical exploration on the theoretical basis. The theoretical preparation should be launched mainly from three aspects:one is to explore the connotations of Chinese curriculum attitude; the second is to reflect its digestion causes to clarify the reconstruction significance; and the third is to systematically analyze the curriculum mode of the reconstruction of Chinese curriculum attitude. The practical operation should be carried out from two aspects:one is to comb the macroscopical thinking of the reconstruction of Chinese curriculum attitude in the Chinese cognitive system; and the other is to realize the reconstruction of Chinese curriculum attitude in the Chinese classroom teaching.