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The Study on Chinese Generative Teaching

Author: ZhaoYun
Tutor: CaoMingHai
School: Shandong Normal University
Course: Curriculum and Pedagogy
Keywords: formation Chinese teaching teaching characteristic strategy
CLC: G633.3
Type: Master's thesis
Year: 2007
Downloads: 715
Quote: 8
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The implementation of the new Chinese curriculum reform has brought new opportunity for Chinese teaching. As a result, it becomes a new topic posed before us to examine Chinese teaching once again. The starting line for new Chinese curriculum reform is to prompt the students’development comprehensively, consecutively, and harmoniously. Being a native language course, Chinese teaching should concentrate upon students’development, their thoughts, sensibility, lives, personality, making it a cradle for forging humanity, constructing spirit, perfecting mind, improving the growth of every individual and hence radiating vigor and animation. With the advanced concept of new curriculum, the present thesis has integrated theory and practice to analyze its ontology construction from the perspective of formation, criticize the shortcomings of presuppositional teaching and probe the generative feature and mechanism of Chinese teaching. It aims to construct a brand-new world of the Chinese teaching theory.The present thesis suggests that the Chinese generative teaching is based upon the criticism of presuppositional teaching existing in the traditional teaching. In teaching practice, presuppositional teaching overemphasizes presupposition but neglects the connection between teaching , life and culture. During the whole process of teaching like design, objective, content and evaluation, it gives prominence to the teacher’s speech hegemony and controlling power and stresses the instrumental and practical function. Accordingly, the teaching design cannot adapt itself to the flexible practice, the teaching process tends to be mechanical, closed, the content is dull and boring, and the evaluation overemphasizes the final result and quantity. As a result, it is practical to propose generative teaching theory.The thesis falls into four parts:Chapter one illustrates the Chinese generative theory. It first elaborates the basic connotation of formation and Chinese generative teaching, and then introduces its theory base. With knowledge of the characteristics of Chinese education, the present author holds that this formation is individual’s cultural formation and the Chinese teaching enhances it through language and characters. As students can acquire knowledge, broaden their horizon, and comprehend the meaning of life through reading, it is also the formation of life meaning. Reading helps them comprehend themselves as well as the world and unfold the meaning of life. Additionally, it is a formation through individual’s practice. It is practice that helps the improvement of their self-cultivation in language, culture and their life value. Probe and practice are the fundamental road leading to liberation of subjective creativity and the development of the individual.Chinese generative teaching, an activity full of dynamic, process and creativity, is life process created by inner experience and dialogue participated in by both teachers and students. It stresses non-presupposition, diversity, difference, and non-reason, focusing on the colorful life and living state in the teaching process. The formation of“human”is both the eventual aim and the starting line. It is based upon Marxism’s concept of practice, and of the world, and the dialogue theory.Chapter 2 analyzes its characteristics: processive, dynamic, experiential, dialogic, and creative. The first feature stresses that Chinese teaching is a process of absorbing, transmitting and creating culture. The second one maintains that it is a process of development, dynamic, and uncertainty, whereas the latter two emphasize the cultural formation through students’experience and dialogue. The characteristic of creativity extraordinarily highlights the belief that the logical beginning of teaching is creation, teachers’value guidance and students’self-construction. It aims at cultivation of students’sense and capability of creation.Chapter 3 expounds the design of generative teaching. The present thesis examines again the basic process and procedures of the teaching activity, unearthens the generative potential of Chinese teaching and delves into the design concept of generative teaching in terms of teaching objectives, contents, process, and evaluation.Chapter 4 demonstrates the fulfillment for generative teaching and discusses its strategies. Firstly, transfer from flexible presupposition to dynamic formation. Teaching design is meant to improve students’Chinese cultivation, enhance their personal development, perfect their character, enrich their life experience, and broaden their view. Accordingly, the design strategy should be as follows: flexible design of the open-ended questions, the design of the situation, and the design of flexible zone. Secondly, comprehend the text from one dimension to diverse dimension. In this case, attention should be focused upon profound text meaning and diverse comprehension. Meanwhile, the pitfalls involved in diverse dimension comprehension should be avoided. Thirdly, transfer from monologue, control to dialogue. The teaching process should be one full of animation, wisdom, and inspiration, one where students, teachers, and text can communicate and experience. Fourthly, transfer from end-all evaluation to process evaluation. In terms of subject, self-evaluation, interactive evaluation should be integrated. Accordingly, students’subject status can be respected. From the angle of content, focus on the situational-based evaluation and evaluate students comprehensively. In terms of concrete methods, a variety of methods can be adopted in accordance with the content.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language
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