Teaching Design Theory of Chinese Language

Author: Zhou Qingyuan
Editor-in-Chief: Wei Zhicheng
Publisher:
Publish Date: 1999-03-01
Features: Preface to the Series This series of books, starting from the publication of the first edition of "Mathematics Learning Theory" in March 1991, has now been in print for six years. If we count from the beginning of the editorial activities for the series of teaching theory books on mathematics in early 1988, then it has a history of nine years. Today, the teaching theory book series for the five main subjects—mathematics, physics, chemistry, Chinese, and foreign languages—have been fully developed, with six books per subject, totaling 30 books, named "Modern Educational Theory Book Series for Disciplines." These numerous millions of words have not only formed the theoretical research of basic subjects but also constitute the core project and fundamental publishing characteristic of our press. It has taken nearly a decade to build a set of educational theory book series with Chinese characteristics. The twists and turns, joys and sorrows along the way are naturally beyond words. However, in terms of reflecting the achievements of teaching reform and serving it, it is our bounden duty. From the perspective of building the publishing personality and culture of our press, 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 it rely on for development? What can it offer? There can be many answers and numerous strategies. But fundamentally, there are at least two essentials: 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 constitutes the quality, credibility, reputation, and cultural taste 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 books. Of course, there are also several other series. We look forward to the readers' judgment. We welcome the test of the market. We also long for the support of the educational and theoretical communities. We will continue to strive as always, employing all means to offer more premium products to education, the nation, and the future.
Guangxi Education Publishing House
Book Description This is a theoretical monograph dedicated to the study of Chinese language teaching design. It first outlines the connotation, basis, and requirements of Chinese language teaching design, then discusses the design of various stages and aspects of Chinese language teaching in sequence, while also providing numerous practical teaching examples to inspire and guide readers in seeking the best teaching design and achieving the best results in Chinese language teaching. Excerpt: Chinese language teaching design is the embodiment of the optimization and materialization of Chinese language teachers' educational philosophy, thinking process, and teaching art. It is both a science and an art. As a science, it requires the correct application of educational theories and principles of Chinese language education. It must align with the inherent connections and laws of teaching and learning, as well as reflect the inherent connections and laws of Chinese language knowledge. These two aspects are intertwined and mutually supportive. It also requires a smooth, clear, and well-structured thinking process, rich in logic and rigor. The combination of the accuracy of thought and the rigor of thinking is the fundamental connotation of the scientific nature of Chinese language teaching design. As for artistry, it demands that Chinese language teaching design be refined, perfect, effective, and original, greatly stimulating students' learning enthusiasm and meeting their learning needs, thereby creating a harmonious and joyful classroom atmosphere. The dialectical unity of science and art is the essential characteristic of Chinese language teaching design. Chinese language teaching design is a carefully planned thinking process targeting the entire procedure and specific links of Chinese language teaching, as well as the overall structure and related aspects of Chinese language teaching. It is both systematic and hierarchical. It is systematic because, on one hand, Chinese language teaching itself is a large system, vertically represented by the entire procedure and horizontally by the overall structure. Chinese language teaching design must address this complex and interconnected system through an integrated design that weaves together the vertical and horizontal dimensions. On the other hand, Chinese language teaching design itself requires completeness and systematization—"though small, it has all the vital organs"—with every detail and element accounted for, and each design meticulously planned. As for hierarchy, Chinese language teaching design has multiple levels and aspects, representing a multi-layered educational practice. Vertically, from the perspective of the teaching process, it can design an entire academic year, a single class, or even just one teaching step. Horizontally, it ranges from the overall reform design of Chinese language teaching to the arrangement of a single blackboard or a brief introduction. Therefore, Chinese language teaching design encompasses macro, meso, and micro levels. The macro design involves the overall reform of Chinese language teaching, such as the democratization and scientific management of Chinese language teaching proposed by Wei Shusheng①, which is essentially a macro-level construction of Chinese language teaching design. The micro design, however, focuses only on the gains and losses of a single lesson, a single class, or a single teaching move. The combination of systematization and hierarchy is another important characteristic of Chinese language teaching design. Chinese language teaching design is a teaching practice implemented according to certain teaching objectives and requirements, targeting specific teaching objects and teaching materials. The coordination between purposefulness and specificity is also one of its characteristics. Since Chinese language teaching design is an anticipated and effective teaching plan, it naturally requires consistency between motivation and effect. The harmonious combination of foresight and practicality should also be regarded as one of the characteristics of Chinese language teaching design. In summary, the dialectical unity of science and art, the combination of systematization and hierarchy, the coordination between purposefulness and specificity, and the harmonious combination of foresight and practicality—all these four characteristics reflect the regularity of the inherent connections of Chinese language teaching design from four aspects. As for whether Chinese language teaching design belongs to a specific scientific category—whether it is a basic science, an applied science, or a technical science—we believe that it has elements of both applied theory and technical operation. It requires the application of the theoretical principles of Chinese language teaching theory to conduct the technical operation of Chinese language teaching design. Therefore, it is a boundary science, which we call "Applied Technology of Chinese Language Education."