Discussion on the Implementation of Large Chinese Education under Rogers Educational Theory

DOI

10.2991/icmess-18.2018.262How to use a DOI?

Keywords

Rogers;Large Chinese Education;Informed Unity; Meaningful Learning; Student-centered

Abstract

With the advancement of the reform of the college entrance examination in recent years, and the introduction of policies to reduce extra points, the importance of Chinese language in the overall discipline has become increasingly prominent. After the reform of the college entrance examination, Chinese as the subject of increasing difficulty and breadth is the easiest to expand the student gap. Based on the proposition of the Large Chinese Language Education, although the Chinese language education reform has achieved remarkable results, there are still problems that cannot be ignored. The emergence of these problems makes it difficult to adapt to the new requirements of the college entrance examination reform. This paper aims at the problems in the implementation of Chinese language education and draws on psychologist Rogers' education theories in teaching objectives, student learning, and teacher education. It provides suggestions for the implementation of major language education in the teaching process, free learning, and teacher cultivation so as to promote the scientific development of Chinese language education.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Meng Yuan
PY  - 2018/06
DA  - 2018/06
TI  - Discussion on the Implementation of Large Chinese Education under Rogers Educational Theory
BT  - Proceedings of the 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018)
PB  - Atlantis Press
SP  - 1184
EP  - 1187
SN  - 2352-5398
UR  - https://doi.org/10.2991/icmess-18.2018.262
DO  - 10.2991/icmess-18.2018.262
ID  - Yuan2018/06
ER  -