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On the Construction of an Effective and Cheerful Chinese Classroom Teaching in Junior Middle School

Author: WangLi
Tutor: ZhangJingZhong
School: Yanbian University
Course: Subject Teaching
Keywords: Chinese classroom teaching in junior middle school effectiveness cheerfulness Yu Yingchao dialogue teaching
CLC: G633.3
Type: Master's thesis
Year: 2010
Downloads: 662
Quote: 5
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Abstract

The Chinese classroom teaching in junior middle school now faces an awkward situation:bitter the teachers teach, weary the students study, yet the Chinese accomplishments of the students have not been improved as it should be, and a number of students even have lost their interests in learning Chinese. Therefore, it seems quite urgent and essential to explore how to build an efficient and cheerful Chinese classroom teaching methods, especially to fully promote the quality-oriented education and in the context of advocating the new curriculum ideas in our country nowadays.On the bases of education theories and practices both home and abroad, this paper has done thorough research on the subject on the theoretical bases of the New Curriculum Standards, the Educational Psychology, the Education Science, the Educational Psychology in Chinese Teaching, the Teaching Theory of Chinese Subject, the Post-Modern Perspective on Curriculum, the Constructivism Theory, the Dialogue Teaching Theory and so on, especially on the classroom teaching of Yu Yingchao. Firstly, it interprets the specific connotations of’effectiveness’and ’cheerfulness’, and the relationship between them; then it identifies through questionnaires the key factors that have an important influence on the effectiveness and cheerfulness in Chinese teaching in junior middle school:teaching contents, the coordination between teachers and students, teaching procedures and teaching methods; as well as the secondary influence factors:teacher talk, classroom atmosphere, the mood state of the teachers and students. Based on these discoveries, this paper finds out the questions that affect the effectiveness and cheerfulness in Chinese classroom teaching practices, mainly being:1) in terms of teaching contents, ignoring the reading and pondering on the text, especially lack of full appreciation of the languages; 2) in terms of classroom forms, the classroom teaching being stereotyped, the group cooperative learning being misused, the teacher not playing a right role, the comprehensive studying and research studying being deviated from the Chinese teaching, too much activities but without explicit purposes. The reasons resulting in these questions are:1) misunderstanding the New Curriculum Standards; 2) the inexistence of tactics in conceptual works; 3) the teachers not fully studying the teaching materials, and the teaching materials not playing the right role; 4) the everlasting unhealthy teaching habits having a powerful effect on our classroom; and 5) the teachers’qualities and teaching levels needing to be improved.In light of the questions discussed above, in combination of practical teaching and the researches about the classroom teaching of Yu Yingchao, the author deliberates and explores how to structure an effective and cheerful Chinese teaching classroom in junior middle school, and puts it into practice. It specifies the laws and principals that must be in line with to structure an effective and cheerful Chinese teaching classroom, i. e., the classroom teaching should be in conformity with the cognitive law of students; the classroom teaching must follow the principals to promote all-around developments of all students; the learning abilities of students should be paid much attention to. Under these preconditions, an effective and cheerful classroom should have the following characteristics:1) read adequately; 2) attach more importance to accumulation; and 3) pay more attention on the thinking activities, and therefore advocate real’dialogues’in the classroom. In order to achieve the best effects, it finds that an effective and cheerful classroom must deeply rooted in a democratic and equal classroom atmosphere; secondly, teaching mainline must be established according to the contents and style of the text, and thereafter do close reading and comprehensive studying. And then design the classroom with elaboration to unfold the contents with sound design. With regard to the learning of Chinese subject, the author views the dialogue teaching as the kernel. With perfect combination of the group cooperative learning, it can bring about the effectiveness and cheerfulness in Chinese teaching.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Chinese Language
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