Teaching Context Theory of Chinese Language

Author: Wei Zhicheng
Editor-in-Chief: Wei Zhicheng
Publisher:
Publish Date: 1999-06-01
Features: Preface to the Series This series of books, starting from the publication of the first batch of Mathematical Learning Theory in March 1991, has now been in circulation for six years. If we count from the early 1988 when the compilation of the series on teaching theory began, it has spanned nine years. Today, the teaching theory series for the five major subjects—Mathematics, Physics, Chemistry, Chinese, and Foreign Languages—have been fully developed, with six books per subject, totaling 30 volumes, named Modern Educational Theory Series for Disciplines. These millions of words have not only formed the theoretical foundation for basic subjects but also constitute the core project and educational publishing specialty of our press. It took nearly a decade to build a set of educational theory series with Chinese characteristics, and the twists and turns, joys and sorrows along the way cannot be fully described in words. However, from the perspective of reflecting teaching reform achievements and serving teaching reform, it is our bounden duty. Considering the construction of our press's publishing identity and culture, it holds profound significance and great value. In the new historical period of reform and opening up, what can sustain a publishing house? What can it compete with? What can drive its development? What can it offer to the people? There can be many answers and numerous strategies, but the fundamental pillars should not be lacking these two: one is the core project, and the other is renowned premium products. The core project is the strategic layout of a publishing house, while premium products are its soul and lifeblood. The perfect integration of the two forms the quality, credibility, reputation, and cultural standards of a publishing house. It is the foundation of its existence, the means of competition, the driving force for sustainable development, the core of cultural accumulation, and the fundamental guarantee of offering excellent culture to the people. With this understanding and pursuit, we have published this series. Of course, there are also other series. We look forward to the readers' judgment. We welcome the market's test. We also long for the support of the education and theoretical communities. We will continue to strive as always, doing our utmost to offer more premium products to education, the nation, and the future.
Guangxi Education Press
Book Description The worldwide popularity of situational teaching lies in its ability to enhance teaching efficiency. Chinese language teaching shares an inseparable bond with situational teaching. To achieve the optimal teaching effect in Chinese language teaching, adopting situational teaching is the only way. This book reveals the laws of situational teaching in Chinese language through theoretical and practical aspects such as its theoretical basis, characteristics, principles, classification, teaching process, and implementation methods. The examples are fresh, the analysis is insightful, the language is vivid, and the operationality is strong. Excerpt: Once the meaning of "Chinese language" is clarified, the nature of the Chinese language discipline becomes evident. The Chinese language is a tool, and its instrumental nature is the essential attribute of the discipline. First, language is a tool for communication and interaction. For individuals, language is divided into external and internal language. Externally—human-to-human interaction, language is a tool for communication, for exchanging ideas and expressing emotions. Internally—individual thought, language is a tool for thinking, a tool for thinking. For society, a nation uses a standardized language agreed upon by convention, and everyone uses it, making language a "public utility" of society—a tool for collective communication and interaction, indispensable at every moment. Society uses language to store and transmit information, making language a tool for information as well. Thus, the instrumental nature of the Chinese language discipline is determined by the essential role of language. Second, the instrumental nature of the Chinese language discipline is also reflected in its status as the "mother of encyclopedias." The Chinese language discipline is a foundational subject in basic education, and students must master this tool to study natural sciences such as astronomy, geography, biology, mathematics, physics, and chemistry, as well as social sciences such as literature, history, philosophy, and economics. The fundamental value of the Chinese language discipline is evident. Students rely on basic Chinese language skills to understand and learn other subjects; otherwise, they cannot. Therefore, the Chinese language discipline is the "mother of encyclopedias," the "golden key" that opens the treasure trove of wisdom, and the "celestial ladder" for climbing the peak of science. For students in the future, they will use the Chinese language tool throughout their lives, continue their studies, and engage in life and work—all requiring the use of this tool. Thus, the fundamental instrumental nature of the Chinese language discipline is unchangeable. Third, the instrumental nature of the Chinese language discipline is a historical accumulation of traditional Chinese language education experience. As mentioned earlier, since the dawn of civilization, the implicit Chinese language education of primitive society combined language learning with productive labor and daily life, emphasizing practicality with a focus on integrating spoken and written language. Ancient Chinese language education emphasized language training, requiring students to recognize characters, write, read, and compose, all for practical application. Modern Chinese language education underwent reforms in both content and form, with language learning still aimed at application. In modern Chinese language education, the Chinese language was established as a separate subject, openly stating that learning the language was "to serve public and private needs." In summary, from ancient times to the present, the purpose of learning the Chinese language has always been application. Although the concept of the "instrumental theory of the Chinese language" was not proposed at the time, its practical application vividly demonstrated the instrumental nature of the Chinese language discipline. Since the tool is not the goal but a means to achieve a goal, if the purpose of learning the Chinese language is application, then the Chinese language must be a tool. This is an obvious truth. The recognition that the Chinese language is a tool was hard-won. Just consider the decades of exploration and the high cost paid since the Chinese language discipline was established as a separate subject. Chinese language education has a history of thousands of years, with endless changes, but no matter how it evolves, the fundamental issue remains the nature of the Chinese language discipline. We must cherish this understanding and truly teach Chinese language classes as foundational instrumental courses in practice.