Research on the Teaching of Chinese Language and Literature in Modern Educational Thoughts
DOI:
https://doi.org/10.30564/ret.v2i2.659Abstract
In recent years, with the continuous progress and development of the society, the teaching of Chinese language and literature in the process of continuous development and improvement, actively learning from the advanced teaching ideas and ideas at home and abroad, combined with modern educational ideas, the teaching methods have undergone profound Variety. Based on the perspective of modern educational thought, the author studies the development and strategy of Chinese language and literature teaching, in order to provide a theoretical basis for Chinese language teaching in the field of Chinese language teaching.
Keywords:
Chinese language and literature; Modern educational thought; Teaching evaluationReferences
[1] Yongchun Chen. Suggestions on offering minority literature courses in Chinese language and literature majors in colleges and universities——taking the teaching practice of inner Mongolia University for Nationalities as an example[J]. National Education Research, 2011, (5):43-46. (in Chinese)
[2] Xiuping Yan. Discussion on the cultivation of literary appreciation ability in Chinese teaching in middle school[J]. Journal of Hebei Normal University (Educational Science Edition), 2012, (3):57-60. (in Chinese)
[3] Lei Zhu. Preliminary study on the practice teaching of the open course of Chinese language and literature in open education[J]. Journal of Jiangxi Radio and Television University, 2009(4). (in Chinese)
[4] Tieli Niu. On the applied teaching of Chinese language and literature[J]. Heilongjiang Science and Technology Information, 2011(12):137. (in Chinese)
[5] Yinsheng Jiao. A brief discussion on general education in Chinese language and literature courses[J]. Literature Education (I), 2011(1):138. (in Chinese)
[6] Jing Chen, Li Xu. A discussion on the development of advertising major under the background of chinese language and literature[J]. Journal of Jinan University (Social Science Edition), 2011, 21(2):21-24. (in Chinese)
[7] Guilin Yuan. Characteristics of Postmodernism Curriculum[R].Changchun: Northeast Normal University Special Report, 2010. (in Chinese)
[8] Hua Zhang. Research on curriculum genre[M]. Shandong Education Press,2011. (in Chinese)
Downloads
Issue
Article Type
License
Copyright and Licensing
The authors shall retain the copyright of their work but allow the Publisher to publish, copy, distribute, and convey the work.
Review of Educational Theory publishes accepted manuscripts under Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0). Authors who submit their papers for publication by Review of Educational Theory agree to have the CC BY-NC 4.0 license applied to their work, and that anyone is allowed to reuse the article or part of it free of charge for non-commercial use. As long as you follow the license terms and original source is properly cited, anyone may copy, redistribute the material in any medium or format, remix, transform, and build upon the material.
License Policy for Reuse of Third-Party Materials
If a manuscript submitted to the journal contains the materials which are held in copyright by a third-party, authors are responsible for obtaining permissions from the copyright holder to reuse or republish any previously published figures, illustrations, charts, tables, photographs, and text excerpts, etc. When submitting a manuscript, official written proof of permission must be provided and clearly stated in the cover letter.
The editorial office of the journal has the right to reject/retract articles that reuse third-party materials without permission.
Journal Policies on Data Sharing
We encourage authors to share articles published in our journal to other data platforms, but only if it is noted that it has been published in this journal.