Research On The General Principles Of Subject Teaching In Chinese

As an important way of curriculum integration,the thematic instruction has been widely used in Chinese teaching.Large numbers of primary schools,middle and high schools have begun to use different forms of the thematic instruction in Chinese teaching,such as Thematic Learning,Thematic Unit Reading,Group Text Reading.And these practices have obtained some research results,which show that Chinese thematic instruction is of great value to the implementation of the new concept of Chinese course,the promotion of students’development in all-round way and teacher professionalization.The theoretically studying of Theme Teaching can conclude the operating principle by observing the practices on a microcosmic perspective.So it can direct the thematic instruction better and plays a significant role in thematic instruction.Therefore,on the guidance of the correlative theory,the purpose of this study is to analyze the operating mechanism and implementation principle by analyzing the Chinese thematic instruction,which is based on the dissecting of existing research achievements.The main body of the paper consists of three parts.The first part mainly introduces the concept and characteristic of thematic.Firstly,the concept of theme and thematic instruction in existing research are presented,classified and compared.Based on the above analysis,the author approves and adopts the view of the theme from Yuan Dingguo’s research,which simultaneously constitutes the foundation in discussion of connotation definition about thematic instruction.Finally,compared with other teaching forms,the characters of theme instruction that is integrate,integral,on-limits and patulous,are presented detail.The second part discusses the reason why thematic instruction can be implemented in Chinese course.It begins with an introduction to the theoretical basis of integrating teaching by theme,which comes from cognitive linguistics field.Cognitive linguistics have a point that many members form a cognitive category whose core is prototype which is equal to "theme".Therefore,in a cognitive category,Theme plays role like cognitive reference points.Secondly,the author uses Gestalt Psychology,Bruner’s Discovery Learning Theory,Ausubel’s Meaningful Learning Theory to explain the psychology foundation of implementing thematic instruction in Chinese course.And it ends with the discussion of implement worth including cultivating students’ creativity,Chinese quality,giving full play to their roles to build their initiative and stimulating teachers to continuously improve their professional quality.The third part aims to establish the implementation principle of thematic instruction.Firstly,a three-dimensional operation mode is presented,whose central section is theme.It integrates the teaching objects,content of courses,implementation of teaching with instructional evaluation.Secondly,the implementation principle of thematic instruction in Chinese course is discussed in four aspects,that is objective,content,implementation and evaluation.Thereinto,the principle of determining the teaching objects contains the determining of theme and the determining of the teaching objects based on the former.The integration of instructional content concentrates on how to choose the theme,the standard of choosing instructional content and five ways about the integration of instructional.In principle of teaching implementation,three important questions(formation of problem structure,creating thematic situation and designing teaching activities)are discussed.The principle of instructional evaluation aims on discussing the four principles,including subjectivity,practicalness,systematization,diversity,and feasible evaluation methodology.