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Hu Shi Language Education Thought Studies and Contemporary Enlightenment

Author: LiaoBo
Tutor: HaYingFei
School: Guangzhou University
Course: Subject Teaching
Keywords: Hu Shi Language educational thought Contemporary Inspiration
CLC: G633.3
Type: Master's thesis
Year: 2011
Downloads: 20
Quote: 0
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Abstract


Being one of the reform pioneers, Hu Shi introduced Western educational theory to the field of Chinese language education. With broad perspective and the guidance of "democratic education thinking", he merged the essence of Chinese and Western cultures while grasping the trend of the times and making bold innovations, with which he contributed to the 1920s" academic reform and promoted the shift from convention to modernism in Language Education, including modernization of the Chinese language education.Hu Shi’s unique comprehension about the Chinese courses, including its quality, teaching objectives, content, materials, and methods, all brought about a greater impact on the reform at that time. In the objective aspect, he asked students to convey their thoughts in vernacular and to pursue the unity of classic Chinese, advocating character writing as well as independent reading and improving student’s ability of expressing themselves in an orderly way according to student’s cognitive law.In the curriculum contents, Hu shi paid attention to cultivating students’Chinese comprehensive ability, highlighting that reading is equal to the training of expression He also focused on training students’oral Chinese as well as written Chinese ,maintaining that grammar teaching, reading teaching, and the thesis teaching are equally significant According to the comprehensive development of students’Chinese ability target, Hu shi emphasized Chinese curriculum must offer speeches and debates course to improve students’comprehensive ability. These elements are independent and inter-promotive; besides they are relatively strict and reasonable systematically as well as convenient to operate.; In the aspect of teaching material selection, he stressed the combination of the ancient vernacular and Chinese literature as well as the combination of Chinese and western literature to broaden the stylistic category. He also advised introducing novels and dramas in the textbooks; he also emphasized language knowledge teaching and the importance of composition techniques, believing that grammar is an important approach to enhance the students’ability to write. In the respect of teaching strategies in reading, Hu shi was against "stuffing" type, and put forward the idea to replace speaking reading with reading and to replace teachers’explanation with students’discussion in class; In cultivating students’reading habits, Hu shi emphasized on training "four preparations" students are expected to get ready to write, to see, to reflect and to read by heart. He referred to the merits of both the Chinese traditional education and western education and put forward the respective superiority in students’ autonomous thinking, independent judgment as the core of language learning research strategy; In terms of training writing, Hu shi advised to offer the most freedom for students, holding the opinion that the teacher should not require student to complete the article in a limited time. Instead, they should encourage students to finish his composition, let the students express their thoughts freely, which would truly improve students’ability of writing. Hu shi’s educational thoughts focus on the solution of the problem, stressing the promotion of the specific and practical teaching method, which is the brilliant reference of the current Chinese teaching.Document analysis, case analysis as well as comparative analysis was adopted in this thesis. Based on the Hu Shi’s books and relevant studying Hu Shi’s books,the thesis teases out the first-hand information of Hu Shi’s thoughts of Chinese education, combining with education theory, curriculum theory, contemporary theory and other ideology of language education, which revealed the background, process and structure of formation of Hu Shi’s ideas and clarified the significance and values of the ideas. After then, reasonable components of language education can be excavated from Hu Shi’s theories, while we reflect the present problems and confusion, inspire thinking of the classroom teachers, learn some methods so as to promote the deepening of reform of language courses.

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