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A Study on the Present Situation and Strategies of the Third-year Chinese Teaching in Junior High Shools

Author: WuZuo
Tutor: LuXiangHuai
School: Suzhou University
Course: Education
Keywords: Chinese in the third year reviewing teaching
CLC: G633.3
Type: Master's thesis
Year: 2010
Downloads: 67
Quote: 0
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Abstract


In accordance with the major concepts of modern education, the Full-time Compulsory Chinese Curriculum Standards (Trial Version) lays a great emphasis on the equality in teacher-student interaction and the active engagement of students in class. Therefore, no matter in teaching new lessons or at the final stage of overall reviewing, students should be freed from the direction and control of others and rendered autonomy of taking charge of their own learning. Due to the fierce competition as well as the time shortage and the constant fear that autonomous reviewing may lead to an unsystematic knowledge system, although the third-year Chinese teachers of junior high schools can never agree with the idea of transferring control to students any more, they are always reluctant to carry out this idea in practice and still take on the dominant role in class. As a result, the spooning feeding way of reviewing (cramming, practicing, and evaluating all the time for all the classes) in the third year leaves students nothing but perpetual tediousness and low efficiency.In junior high schools, review is an essential stage in the third-year Chinese teaching. It is a dynamic process of consolidating the knowledge that might be easily forgotten, putting the fragmentary knowledge in order, and self-constructing a system of knowledge in a more organized way, which will deepen the students’understanding of the subject and improve their ability of solve practical problems. Hence, how to escape from the predicament in the third-year Chinese teaching and enhance the teaching efficiency has become one of the important tasks in“New Curriculum Reform”. In this study, the author explores the major problems confronted in the third-year Chinese reviewing class of junior high school: book worships, rigidity in teaching, and cramming students with mountains of papers; and makes a special effort to analyze the possible causes of such problems and seeks for some best solutions from the perspectives of both teachers and students as well as curricular system. With years of teaching practice, the author strongly believes that at the final stage of reviewing, the third-year Chinese teachers should construct multi-dimensional reviewing content, promote the inquiry-provoking pattern of teaching, provide a step-by-step training in a systematic way, and integrate writing teaching into the reviewing stage. It is firmly believed that these strategies will undoubtedly enrich, enliven, and optimize the teaching at the reviewing stage, which will further enhance the teaching efficiency.

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