The Superficial View Of Borderless Learning In High-School Chinese Teaching

As one of the most fundamental course, high-school Chinese plays an important function in cultivating students’sentiment, personality and world view as well as imparting the basic knowledge of literature and language. However, since the long time influence of examination-oriented education, many problems such as cramming method of teaching and the phenomenon of compartmentalization among courses still exist in high-school Chinese teaching.The paper introduces the theory of boundary less learning and the meaning of its practice according to the current situation and the problems in high-school Chinese teaching. Further, the paper analyzes the necessity and the practicability, the concept, the theoretic basis and the principle for the practice of boundary less learning. The paper also compares and discusses the problems in high-school Chinese teaching and tries to solve these problems through introducing the idea of boundary less learning. Finally, the paper works out a proposal to carry out the method of boundary less learning in the teaching practice of high-school Chinese course. Compare with the defects and the malpractices of the traditional ways of Chinese teaching, boundary less learning is not only a new method of learning which satisfies the needs of reality, the network era and the students’ actual demands, but also a reaction to the public’s appeal for the reform of high-school Chinese teaching. Whether the expected effect of carrying the method of boundary less learning into high-school Chinese teaching could realize demands not only the change of education idea, but the status of education development and the quality of learners themselves. After all, boundary less learning has to break the original limits in time and space, to realize diversifications in learning space, learning content, learning process, learning ways and learning instruments. In addition, boundary less learning has to break the normal procedure of teaching, to combine classroom with other education elements, to break a variety of boundary limits in order to improve the effect of education and teaching.The paper consists of four parts.In the part of introduction, it mainly elaborates the background, the significance, the instruments of the research and the basic structure of the paper.In the first chapter, it analyzes the problems in high-school Chinese teaching, discusses the reasons for these problems and combines the specific reaction of each problem in reality to locate the characters of Chinese teaching dilemma, thus to provide a realistic basis for the settlements in the following parts.In the second chapter, it elaborates the concept and the value of boundary less learning, and also discusses the realistic meaning of carrying boundary less learning into Chinese teaching.In the third chapter, it introduces the practice of boundary less learning in high-school Chinese teaching, and combines the problems in Chinese teaching to work out a program for carrying out the method of boundary less learning.