| 1. | Such is less importantly established one kind of fresh chinese education pattern , one beauty appreciation pattern
其次要建立一种新的语文教学模式一审美模式。 |
| 2. | There are different kinds of experience and theories of chinese education . models of chinese teaching are the objects of study in this thesis
语文教学经验、理论成果有很多种形式，本文以“语文教学模式”这一理论与实践的中介物为切入点进行剖析。 |
| 3. | In addition , the bright prospect of models of chinese teaching depends on all chinese teachers " commitments . so this thesis concludes with the hope for all chinese teachers
另外，广大语文教师是否具有改善语文教学模式问题的意识和能力是语文教学模式发展的前提，为此，本文以对广大语文教师的期望结束全篇的论述。 |
| 4. | Such an analysis wants to emphasize possibilities of variations of models of chinese teaching and show major reasons which leads to the inefficiency of most models of chinese teaching . the last part is a response to the former part
剖析语文教学模式全程发展中的变异，一是为了强调语文教学模式的多种变异可能性；二是为了揭示语文教学理论与实践中“模式多效用低”的主要原因。 |
| 5. | It tries to outline the ideal development of models of chinese teaching . of course , this outlining is not perfect . its main purpose is to show how to study models of chinese teaching in a comprehensive , systematic and dynamic view
希望由此而能强化这样一种意识：我们要重视和区别对待语文教学模式的多种变异可能性，在语文教学模式的全程发展中我们应有动态、系统、超越的眼光。 |
| 6. | The second part , in a view of whole course , analyzes the " variations of models of chinese teaching " which includes latent variations in construction , recessive variations in reading , and dominant variations in transplantation
“中篇”是本论文的关键部分，这一部分以一种“全程”视野逐步分析了语文教学模式建构中的潜在变异、语文教学模式读解中的隐性变异、语文教学模式移植中的显性变异。 |
| 7. | After reviewing and reflecting the theory about models of chinese teaching , the first part puts forward the propositional definition of " models of chinese teaching " and outlines the main stages in the whole course of construction and dissemination of models of chinese teaching . this part provides the base and framework for the following discussion
“上篇”在回顾与反思“语文教学模式讨论” 、 “语文教学模式理论”的基础上尝试着对语文教学模式概念的内涵和外延作了勾勒，并试图建立起语文教学模式的“全程”划分图，以为下文奠定好论述基础、打造好分析框架。 |
