Concerning Chinese Teachers Teaching Expression Power
|School||Zhejiang Normal University|
|Course||Curriculum and Pedagogy|
|Keywords||Chinese Teachers Teaching in Class Verbal Expressive Power|
Based on the background of curriculum reform and combined with the new curriculum standards of the subject of Chinese, this paper not only analyses the current situation of Chinese teacher verbal expression, but also put forwards Chinese teachers’verbal expressive power. Owing to the limitation of time and space, this paper mainly focuses on how to enhance teachers’verbal expressive power from the theoretical perspective expecting to draw some constructive suggestions to inspire our Chinese basic educational research.The first part is about the introduction. The author tries to illustrate the understanding of expressive power on the general discussion about the putting forward of the question, the topic significance, the basis of study and the definition respectively.The second part focuses on the reflection on the situation of Chinese teachers teaching expression. There are three problems, which are the standard loss, formatting and limitation, based on the analysis and diagnosis of teaching expression, and then pointed out that the insufficient expressive power would directly influence the ascending of the quality of teachers’mother tongue and teaching promotion. Chinese teachers’expressive power is the core embodiment of their mother tongue literacy. The lack and insufficiency of their expressive power mean that our language education exists crisis, which is worthy of our consideration and attention.The third part is focused on the necessary condition of ascending the expressive power, that is scientific, and points out that the scientific including normative and consistency, analyzes two aspects of the connotation respectively, illustrates with the form of cases.The fourth part is the main part of the article. It explains the unique gist of promoting the expressive power, that is, artistic. The’artistic includes vivid, emotional, musical and individualized. It further studies and discusses separately, the four aspects.The fifth part is about the effective ways to promote the expressive power from the perspectives of application and practice, that is, teachers’self-reflections of Chinese language teaching expression; teachers’conscious practice as a kind of indispensable self-growth activities; the expressive power learning community of teachers and students.The sixth part is about trying to outline the vision of Chinese teachers’ expressive power, and prospect its influence on students. Its main contents:students respect teacher, love mother tongue and demonstrate pragmatics.Appendix is two cases of good teaching in class, which are used to act as the evidence of my ideas.In a word, under the circumstances of Chinese education reform pushed steadily and various ideas appearing endlessly, the paper refers to research point of view such as pragmatics, explore the problems of teaching expression, improve teachers’verbal expressive power aimed at serving the cultivation students’ native language expressive power, and promote the whole Chinese education development.