The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice
Volume 7, Issue 4, August 2019, Pages: 125-128
Received: Sep. 21, 2019;
Published: Nov. 8, 2019
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Wang Sha, Jiangxi Normal University, Research Center of Language and Language Life, Nanchang, China
Xiao Jiugen, Jiangxi Normal University, Research Center of Language and Language Life, Nanchang, China
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Linguistic theory comes from linguistic practice, which is the only source to enrich linguistic theory. Vice versa, language practice cannot be separated from the guidance of linguistic theory. Once leaving linguistic theory, its language practice will lose more than it gains and even cause serious losses, which is fully proved by language teaching practice. In recent years, Chinese teaching has abandoned the guidance of linguistic theories, resulting in unsatisfactory teaching results and certain irreparable losses. It is based on this point that, when reviewing the current situation of Chinese teaching, the author puts forward that the linguistic theory should not only be used to guide the practice of Chinese teaching, but also be used to solve the problems related to Chinese language teaching. On the premise of improving students' thinking ability and intelligence level, efforts should be made to improve their language ability.
Linguistic Theory, Chinese Teaching, Intelligence Cultivation, Language Ability, Measures Suggested
To cite this article
The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice, Science Innovation.
Vol. 7, No. 4,
2019, pp. 125-128.
Copyright © 2019 Authors retain the copyright of this article.
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