Research On Superfine Teacher Li Feng’s Non-trace Chinese Teaching Practice

This thesis is a case study of Non-trace Chinese Teaching proposed by superfine teacher Li Feng and takes her teaching practices as the main research object. On the basis of Li’s treatise, teaching papers, classroom teaching records and data of other’s evaluation of her classic classrooms, this study discusses the connotations and characteristics of Li’s Non-trace Chinese Teaching. At the meantime, this study draws the framework of Li’s Non-trace Chinese Teaching. Combining with the connotations and characteristics and practices of her classroom teaching, this study reveals the implications of Non-trace Chinese Teaching to present Chinese teaching and Chinese teachers. This thesis is divided into three chapters:Chapter 1 is discussion on the connotations and characteristics of Li’s Non-trace Chinese Teaching. This chapter reveals the connotations of her Non-trace Chinese Teaching by way of stepwise analysis from the connotations of non-trace, connotations of non-trace teaching to connotations of Li’s Non-trace Chinese Teaching. The discussion of the characteristics is from the general to specific, which first discusses the general characteristics of non-trace teaching and then discusses the special characteristics of Li’s Non-trace Chinese Teaching specifically.Chapter 2 probes to the specific implementary characteristics of Li’s Non-trace Chinese Teaching concepts employed in her classroom teaching processes combining with Li’s classroom teaching records. That is to probe into the characteristics of the teaching framework of Li’s Non-trace Chinese Teaching. The characteristics of Li’s Non-trace Chinese Teaching are mainly represented in the following aspects: the teaching contents and the real life are connected; the teaching methods are primarily reading teaching method and interactive conversational teaching method. The teaching process reflects the non-trace characteristics of the non-trace wisdom of presupposition and generation, non-trace of let-go and fold. The main feature of the evaluative classroom teaching is motivational speech evaluation.With a combination of the connotations and characteristics of Li’s Non-trace Chinese Teaching and her classroom teaching practices, the last chapter reveals the implications of Non-trace Chinese Teaching to present teaching. The discussion centers on the following four aspects. Chinese teaching should get back to the essentials of life and provide students with democracy and freedom. Chinese teachers should establish people-oriented teaching concept and give students respect, trust and love.