Chinese Language Learning and Instructional Design. Secondary School Edition

Author: He Gengsheng Wu Hongyun…[et al.]
Publisher:
Publish Date: 2004-12-01
Features: This book is the final outcome of the "Research on the Construction and Promotion of a New System of Teaching Theory for Chinese Language and Literature in Secondary Education" under the National Education Science Planning "Fifteenth Five-Year Plan," led by Professor Pi Liansheng. Guided by modern theories of learning and teaching, it integrates the actual teaching practices of Chinese language and literature in Chinese secondary schools to establish a scientific system of teaching theory for Chinese language and literature in China. Based on the general principles of modern theories of learning and teaching and the basic spirit of the Chinese language and literature curriculum standards for secondary schools in China, it focuses on exploring relevant issues in Chinese language learning among secondary school students and in Chinese language teaching in secondary schools. The fundamental viewpoint of this book is that Chinese language learning in secondary schools is an extremely complex phenomenon. From an external perspective, it can be divided into the learning of listening, speaking (oral communication), reading, and writing behaviors (abilities); from an internal cognitive and emotional perspective, it can be divided into the learning of Chinese language content knowledge (declarative knowledge), Chinese language skills (procedural knowledge), and affective attitudes. These three types of learning are typically implemented within specific textual learning processes in secondary schools (especially at the senior high school level), such as modern practical texts, classical Chinese texts, and literary works.
Based on this fundamental viewpoint, this book primarily explores issues in Chinese language teaching in three levels:
The first level discusses the essential issues of Chinese language learning and teaching from a macro perspective;
The second level examines the learning patterns of Chinese language abilities among secondary school students and related issues in Chinese language teaching design based on these patterns;
The third level analyzes and studies the learning and teaching design of various texts (modern texts and classical Chinese texts) that directly influence the acquisition of learning outcomes in Chinese language learning among secondary school students (advanced skills and basic skills).