The Inquiry Learning Of Cheng Hongbing’s Chinese Personality Education

In this paper, the author probes into Cheng Hongbing’s thought on Chinese languagepersonality education under the application of a variety of analytical methods, such asliterature research method, system analysis method, qualitative analysis method, comparativeanalysis method and case study and integrated with correlation theories and knowledgeaccording to psychology, sociology, pedagogy etc.First, the author put forward the phenomenon that language personality education is lostin current language education, then, after a clearly understand of the definitions of educationalthought, personality education and language personality education were made，the authoranalysis the content and characters of Cheng Hongbing’s language education thought，thecontent concludes concepts of personal education，independent inquiry teaching model andteacher quality theory，which consists of knowledge，affection，capability and virtue. Whencompared with well-known Chinese language education ideologists Wei Shusheng and LiZhenxi, we find there is something common in these three men’s thoughts. They all usedifferent teaching methods to reach the common aim: educating people. Cheng’s thought hashis value as well as limit, although he introduced the Chinese personality education thought,but he couldn’t have a better understanding of the roles it played in practical teaching. In theprocess of probing into the nature and formation of Cheng’s language education thought，theauthor found that external and internal make a great contribution to this. At Last,the authoremphasis the aim of this paper again, in other word,Cheng’s linguistic personality educationmake a great contribution to current Chinese linguistic education, with this, the connotativedevelopment of Chinese linguistic teachers’ education will be put forward a higher step.