Reform of Chinese Literature Curriculum in Institutes of Technology

Bingya CAO


Chinese literature teaching in institutes of technology is confronting new situations: instrumental rationality concept, application-oriented training objective, generally weak literary basis of the students. In such situations, Chinese literature curriculum reform should work on the following three respects: firstly, make it clear that the “value” of literature is to strengthen the cultivation of humanistic accomplishment; secondly, deemphasize history teaching while emphasize the teaching of open texts; thirdly, cultivate students’ sense of participation and improve language ability.

Key words: Institutes of technology; Modern and contemporary Chinese literature; Reform; Humanistic quality


Institutes of technology; Modern and contemporary Chinese literature; Reform; Humanistic quality

Full Text:



Einstein, Albert (1979). The collected works of Einstein, 3 (Xu Liangying, Zhao Zhongli & Zhang Xuansan, Trans.). Beijing: The Commercial Press.

Qian Liqun (1999). Relocate the Ultimate Objective of Education. Beijing: Wenhui press.

Wang Guowei (1905). Four Principles of Education, Anthology of Wang Guowei.

Wen Rumin (2004). Thinking on Teaching Reform of Basic Courses of Modern and Contemporary Literature. College Teaching in China, (2), 32.

Zhu Guangqian (1982). Aesthetic Anthology of Zhu Guangqian, 2. Shanghai: shanghai literature and art press.




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