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Research on Perceptual Chinese Classroom Teaching

Author: HuXiaoMing
Tutor: PanQingYu
School: Shandong Normal University
Course: Curriculum and Pedagogy
Keywords: perception Chinese classroom teaching YuXiang
CLC: G633.3
Type: Master's thesis
Year: 2011
Downloads: 131
Quote: 0
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Abstract

The gist of this article is to establish a thought of perceptual Chinese classroom teaching, and provide some theoretical and practical supports for building a Chinese classroom teaching that full of perception. The reason for the study is based on the thinking about the nature of Chinese classroom teaching, and the reflection of the present Chinese classroom teaching.The introduction of the article points out the practical significance of this study. On the one hand, in the process of communication with students, I found a lot of painful problems, for example, there are deviations in many students’understanding of the Chinese learning. They regard Chinese as a rote learning, they only care about the final conclusions, but not concerned about the learning process; they only see the rules but don’t know how to learn from experience and comprehend; they only believe the formula but don’t believe in themselves; they think that only the examples of the celebrities can be convincing, but their true feelings can not move people…The other hand, through the news and my personal experience, I find the current Chinese classroom teaching still exists the problem that the supremacy of rationalism and examination, so that the student will be a person who eager for instant success and quick profit over time, their thinking will become rigid and mechanical, their feeling will be cold and numb apathy of feeling, all of these are not conducive to student growth and development. Of course, this problem was caused by many reasons, but one of these reasons is that present Chinese classroom teaching lacks perceptual power, ignoring the perceptual thinking ability of students, enable students lack perceptual nourishment for a long time. So, propose a research on perceptual Chinese classroom teaching of great practical significance.The first part of this article focuses on the connotation and characteristics of perceptual Chinese classroom teaching. In this part, the author analyzes the connotation of“perception”from psychology, etymology, philosophy, literary theory and the daily context firstly, and then, reveals the connotation and characteristics of perceptual Chinese classroom teaching by combining the“perception”with Chinese classroom teaching.The second part focuses on the function and value of perceptual Chinese classroom teaching. The paper analyzes this topic from three aspects: perceptual Chinese classroom teaching are in accord with inherent requirements of Chinese teaching, promotes the goals of Chinese teaching better realized, and helps to achieve a balanced development of the students.The third and the fourth part apply two ways to build a Chinese classroom teaching full with perception from practical point of view: on the one hand, dig deep into the perceptual elements of teaching content and understand them correctly; on the other hand, master the rules and the perceptual process of perceptual Chinese classroom teaching. The third part analyzes the perceptual elements of Chinese classroom teaching’s content from the words, phrases, sentences, chapters and articles. The forth part discusses the perceptual process of Chinese classroom teaching deeply, taking YuXiang as an example, and this process is divided into four stages: feeling, infection, digestion, and influence.The conclusion part of the paper is an important complement to the full text, which states that the perceptual Chinese classroom teaching is not only attaches importance to perception but also has rational restraint and reflection.Throughout the text, the most prominent feature of this paper is a better combination of theory and practice, many examples of the text are the author’s own practice experience. The innovation is also embodies in that the author can completed the design of specific teaching independently according to the key point of the paper, which fully reflects the characteristics, process and methods of the perceptual Chinese classroom teaching, so that enhance the persuasiveness of the thesis.Of course, this paper is not mature enough in theory and practice, I would like to initiate by this article, hoping to attract more experts, scholars and front-line teachers to do more in-depth study on perceptual Chinese classroom teaching.

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