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The rise of post-modern concept of knowledge in the 1960s, so far, it is still no consensus view, the mainstream view is that it questioned the concept of modern knowledge, reflection, critique and beyond. Knowledge is not a concept (representation), it is a belief, a language, a tool, which is a postmodernist, a new understanding of the nature of knowledge. Dole believes that we are Newton-modernism to the post-modernism. The former is characterized by a simple, stable and eternal, which is characterized by a complex, chaotic, limited. Accordingly, the Newtonian concept of \Teaching. Recalling the past two decades the situation of English teaching, it can be seen that the basis of English teaching in China has made great achievements, but there are also a lot of problems on the road of reform. In English teaching in a variety of teaching methods, but have not made any kind of pedagogy to a wide range of success. People learning English, understanding of the English language teaching there are still some deviation. The concept of the modern view of knowledge based on the curriculum, stressed that the course textbook knowledge, out of the world of real life, knowledge of the complete unity has been broken, the value-neutral course properties so that it rarely care about the students individual attention to social; to teaching is based teaching relationship completely locate the student level in dependence; static, fixed relationship between the teaching, suppress the enthusiasm and initiative of the students, hinder the development of the student's personality. This teaching concept led to the drawbacks of modern education. In the post-modern view of knowledge based on modern teaching concept, emphasizing understanding of curriculum knowledge, situational, creative, comprehensive, value and other perspectives, knowledge, understanding and teaching focus on generative creativity, diversity and integrity. In this paper, from the understanding of the post-modern view of knowledge as a starting point, the analysis of the general characteristics of the modern view of knowledge and its pedagogy meaning, the scrutiny of China's primary and secondary English teaching situation in the post-modern view of knowledge Sight, analyze the existence the problem and explore how to rebuild the English teaching in primary and secondary schools, in the context of the post-modern view of knowledge, to make it more perfect.
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