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The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice

Received: 21 September 2019     Published: 8 November 2019
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Abstract

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.

Published in Science Innovation (Volume 7, Issue 4)
DOI 10.11648/j.si.20190704.14
Page(s) 125-128
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2019. Published by Science Publishing Group

Keywords

Linguistic Theory, Chinese Teaching, Intelligence Cultivation, Language Ability, Measures Suggested

References
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    Wang Sha, Xiao Jiugen. (2019). The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice. Science Innovation, 7(4), 125-128. https://doi.org/10.11648/j.si.20190704.14

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    ACS Style

    Wang Sha; Xiao Jiugen. The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice. Sci. Innov. 2019, 7(4), 125-128. doi: 10.11648/j.si.20190704.14

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    AMA Style

    Wang Sha, Xiao Jiugen. The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice. Sci Innov. 2019;7(4):125-128. doi: 10.11648/j.si.20190704.14

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  • @article{10.11648/j.si.20190704.14,
      author = {Wang Sha and Xiao Jiugen},
      title = {The Effect of Linguistic Theory on Students' Intelligence Cultivation in Chinese Teaching Practice},
      journal = {Science Innovation},
      volume = {7},
      number = {4},
      pages = {125-128},
      doi = {10.11648/j.si.20190704.14},
      url = {https://doi.org/10.11648/j.si.20190704.14},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20190704.14},
      abstract = {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.},
     year = {2019}
    }
    

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    AB  - 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.
    VL  - 7
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Author Information
  • Jiangxi Normal University, Research Center of Language and Language Life, Nanchang, China

  • Jiangxi Normal University, Research Center of Language and Language Life, Nanchang, China

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