Abstract

Text-interpretation in the form of course roots from Chinese teacher's textinterpretation in the form of discipline.In the teaching situation，under the influence of many factors，Chinese teacher need to transform their text-interpretation form discipline to course，that is the Chinese teacher's Text-interpretation Teachinglize.Based on the definition of the Text-interpretation，Teachinglize and Text-interpretation teachinglize，the property of text-interpretation course is practical，The Chinese teacher plays a key role in text-interpretation teachinglize.The core issue of text-interpretation curriculum construction is developing of Chinese teacher's text-interpretation teachinglize ability，the knowledge and mental process of Chinese teacher's text-interpretation teachinglize are the research of teacher-centered text-interpretation curriculum construction.

Text-interpretation knowledge and pedagogical text-interpretation knowledge are the core elements of Chinese teacher's text-interpretation teachinglize knowledge.Text-interpretation knowledge is the subject knowledge source of Chinese teacher's text-interpretation teachinglize，and is the decisive factor of text-interpretation course property.Pedagogical text-interpretation knowledge which embodies the property of the Chinese teacher's professional，is used for transform the Text-interpretation knowledge from discipline to course，and is most suitable knowledge for text-interpretation teaching.Text-interpretation knowledge and pedagogical text-interpretation knowledge influence each other and promote each other.

Text-interpretation teachinglize mental process are series of Chinese teacher's mental operations under the control of mental monitoring，the differences of Chinese teacher's Text-interpretation teachinglize mental process show off in Chinese teacher's Text-interpretation teachinglize psychological model and level.Chinese teacher's text-interpretation teachinglize mental operations should include comprehension，organization，representation，selection，adaption and tailoring to characteristics.Text-interpretation teachinglize mental monitoring is very important in“planning and preparation”，“control and regulation”，“evaluation and feedback”.Chinese teacher's teaching concepts affect the Textinterpretation teachinglize mental monitoring particularly.Text-interpretation teachinglize psychological model closely related to Text-interpretation knowledge，pedagogical text-interpretation knowledge，and cognitive operations habits.The mental operations would show different levels in efficiency，accuracy and the depth of the problem representation.

A comparative study on experienced and novice teacher' Text-interpretation teachinglize ability verified the theoretical study of the knowledge and mental process of Chinese teacher's text-interpretation teachinglize.Problems in Chinese teacher's text-interpretation teachinglize that have been found provide an important practical basis for follow-up study.

Chinese teacher's text-interpretation teachinglize occur in the interaction of teachers and teaching situations，and need the support of external factors.Creating a good environment for Chinese teacher's text-interpretation teachinglize，and effective realization the value of the various elements of text-interpretation curriculum construction is the guarantee of Chinese teacher's text-interpretation teachinglize.

Key Words: Chinese Teacher; Text-Interpretation; Teachinglize; Teacher's Knowledge; Mental Process