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 national educational science planning "Fifteenth Five-Year Plan" key project led by Professor Pi Liansheng titled "Research on the Construction and Promotion of a New System of Teaching Theory for Chinese Language Discipline in Senior High Schools." Guided by modern theories of learning and teaching, it combines the actual teaching practices of Chinese language in Chinese senior high schools to construct a scientific system of teaching theory for Chinese language in Chinese senior high schools. Based on the general principles of modern theories of learning and teaching and the basic spirit of the Chinese language curriculum standards for Chinese senior high schools, it focuses on exploring relevant issues in Chinese language learning and teaching in Chinese senior high schools. The fundamental viewpoint of this book is: Chinese language learning in senior high 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 in the process of learning specific texts (modern practical texts, classical Chinese texts, and literary works, etc.) in senior high schools (particularly in senior high school stages). Based on this fundamental viewpoint, this book primarily explores issues in Chinese language teaching in senior high schools from three levels: The first level discusses the essential issues of Chinese language learning and teaching from a macro perspective; the second level explores the learning patterns of Chinese language abilities in senior high school students and the Chinese language teaching design based on these patterns; the third level analyzes and studies the learning and teaching design of various types of texts (modern texts and classical Chinese texts) that directly affect the acquisition of Chinese language learning outcomes (advanced and basic skills) in senior high school students.