A Research For The Presupposition And Generation Of Chinese Teaching Under The New Curriculum Perspective

Since the Ministry of Education promulgated the "Full-time Compulsory Education Chinese curriculum standard"(experiment draft) in 2001, it proposed all the students to obtain the basic language literacy and correctly grasp the characteristics of Chinese language education. It also actively promotes autonomy, cooperation and explores ways of learning. Chinese courses of the four basic ideas have broken the traditional Chinese classroom teaching mode. Teachers should no longer be the controller in class. Students are the subject of learning, so they cannot be ignored. In the process of teaching teachers should always pay more attention to the perceived knowledge of students. When teachers prepare lessons they should not only complete the teaching objectives but also give full consideration to the various in class. On the language classroom teachers how to conduct a comprehensive, effective, full default? How to generate the pre-class preset affectively in class? What the effect does the generation made, whether it obtains the agreements of students, and satisfy the students’ desire for knowledge? How to deal with the class without default? How to grasp the relationship between presupposition and generation? Teachers in Chinese language teaching grasp the relationship between the presupposition and generation in teaching has become a pressing matter of the moment. At present, it has obtained some research results. However, in the perspective of the new curriculum of Chinese classroom teaching presupposition and generation of problems are still operational errors. The problems mainly reflected in three aspects: absolute presupposition, neglect generation and false generation. There are five reasons: the limitations of the traditional education thoughts, deviation in the understanding of the concept of the new curriculum, defect understanding of the relation between presupposition and generation, teachers lack of occupation literacy, students lack the habit of independent thinking and ability. In view of Chinese teaching presupposition the status quo and generation put forward five strategies. I hope this paper can provide valuable reference to Chinese teachers and researchers.