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First, the requirements of the new course standard for Chinese Course
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"The middle school language curriculum standard" advocates "inquiry learning mode". One of the basic concept of the new curriculum standard is "actively promote autonomy, cooperation, inquiry learning mode". Students are the main body of learning and development, Chinese courses must be according to the student body and mind development and the language study characteristic, the individual differences of students attention and different learning needs, satisfy the student's curiosity, and fully arouse student's initiative consciousness and the enterprising spirit, self advocacy, cooperation, explore learning style. While the Chinese teachers in the teaching content determination, the choice of teaching methods, the appraisal way design, should help this kind of study way formation. Therefore, the inquiry learning into classroom teaching, to cultivate the students' innovation spirit, encourage and guide the students to be creative, can really improve their Chinese quality.
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Associated with the inquiry learning theory mainly relates to two pairs of concepts, namely "process" and "result", "situation" and "form". From the inquiry fact perspective, "process" refers to the process of students' experience for the exploration and development of knowledge, this process is usually conducted in the teacher's organization and support of the. "Results" refers to the students have obtained in the process of learning the knowledge, skills and attitudes, can take many different forms, such as language, behavior, emotion experience. "Situational" mainly refers to the variety of the specific problems faced in the learning process of students, "form" is refers to the student to learn the formal description. Therefore, I think, inquiry learning can be understood as the students in the specific learning situation, finding problems, investigation and study, hands-on, expression and the exchange of inquiry activities, so as to obtain the knowledge, skills and attitudes of learning style and process. The basic requirements of the language class which is under the new situation.
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Two, the language of efficient classroom construction strategy
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Based on the "school language curriculum standards" on the Chinese teaching of middle school requirements, as a middle school Chinese teacher must be in the next few aspects of inquiry teaching, effective classroom teaching of Chinese to build:
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First, the teacher's teaching behavior should change. Teachers should change the traditional knowledge for students to learn of the participants, guide and partners. The change of students in the traditional teaching passively accepting knowledge, teaching as students through the inquiry activity of active construction of learning process. Changing teachers' teaching behavior of one-way transmission of knowledge, set up to promote the development of the concept of teaching activities, the teacher is no longer the makers and the student achievement evaluation control during the teaching process, the teaching activities of the dominator, the teaching content, but should be the designers of learning environment, students' autonomous learning activities, the organizer and guider the guide, create a good learning atmosphere for students, psychological support to students, pay attention to train students' self-consciousness, self-discipline, cultivating students' innovative spirit.
Second, the cultivation of students' question bravely habit. Ancient cloud: "learn your doubts. Little doubt in the small, big doubt is big into". Countless facts prove, "Q" is to cultivate the students' inquiry learning point. Some people say that, in the process of learning from the "no doubt" to "suspect" and then to "undoubtedly" process. Only when the students have doubt, will produce the exploratory interest. Therefore, teachers should actively guide students to put forward their own questions, guide the students to actively participate in the speech, let the students find the answer in the inquiry, in this process, the teacher to do the appropriate to coaching and supplement, this and the teacher will be ready answer at the "end" to the students, the effect will be quite the opposite.
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Third, to cultivate the students' thinking method.
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1, breaking the fixed thinking, reverse thinking to guide the students to find problems. To be good at guiding students to jump out from the pattern of habitual thinking, break the mindset, try to reverse thinking, guide the students to see things with a critical eye, find the problem.
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2, curved design situation, divergent thinking, inspire students to sort out the problem. Song set up situation, encourage the free airing of views, multi-dimensional thinking, to enable students to cultivate the ability to solve problems in the divergent thinking in. But in the song set the situation, we must design is an open problem, which caused the interest of students, help students to broaden the idea.
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3, mining difficult, inquiry thinking, cultivate students' ability of solving problems. In the new curriculum reform of Chinese inquiry learning, teachers should be good at catching suspected difficulties, guide the students to explore thinking, let the students to discover and explore the breakthrough difficult, difficult, and then stated.
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Fourth, increase the proportion of students' innovation in teaching assessment. Have a great role in shaping the teacher evaluation of student learning behavior. Paper format advocate inquiry learning, will be in the teaching evaluation, to highlight the students' inquiry learning achievements of originality, maximize the proportion of students innovation. Only in this way, students can taste the sweetness of the inquiry learning, pay more attention to training students with this way of creative thinking ability.
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Fifth, the teacher thought liberation, mobilizing the enthusiasm of the students. Teachers in this process to achieve the "decentralization". First of all, decentralization lead right. Three minutes to let the students oral communicative activities every Chinese lesson before class, ask students to design the class into the language. In the students' passion's guidance, the classmates have focused, to the text and then started the class, teachers. Second, decentralization of teaching words right. The new arrangement before class, students seriously preview the text books with students, clear word obstacle. The students have actually before class well according to the requirements of master of new words learning. Teaching a new lesson, ask one or two students to teaching words, mainly understand the characters and form words, actually is to organize a of new words exercises, to the memorial to the word difficult seized, then organize the word competition. Again, ask the right decentralization. The question over to the students, is to open the students thinking, to mobilize students' learning initiative a good way. You can let students fully familiar with the teaching material, let the students ask questions, so, they question often targeted.
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Reflection on the reform in three, exploration
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Mobilizing the enthusiasm of teachers and students in the new curriculum reform, the reform of the first step brings is the change in thinking, thinking of the inevitable transition will bring some insights deviation, here are some of the problems worthy of reflection:
First, the Chinese curriculum can not blindly pursue active and ignore the foundation. Since the new curriculum "active classroom atmosphere" became a class quality evaluation standard, in order to avoid the ice appeared in class, many of our teachers in teaching when using a variety of methods, to mobilize the enthusiasm of the students. We should not only see the classroom is active on the surface, but also from the basic knowledge of Chinese language, basic knowledge is the cornerstone, without basic knowledge training, innovation and development of Chinese teaching is meaningless. Active classroom atmosphere is important, but it is not the ultimate goal, we should put the language language training static into dynamic, practical activities, this will make the language training and the humanities spirit smoked pottery together.
Second, the language classroom should not be too much emphasis on individuality and ignore the value of cooperative learning. In the Chinese language classroom teaching under the new curriculum concept, promote teachers develop students' personality, unique experience respect for students, respect the students' performance. But in the actual teaching, many teachers emphasize the students a unique experience, to the student's answer to increase recognition, no negative words, such stifle students' innovative thinking, I think the class should give the student some cooperative learning opportunity. Let team members to actively participate in, so as to achieve the real purpose of learning.
Third, the language classroom not too much attention to discuss and explore and ignore reciting accumulation. "Language curriculum standards" pointed out that "we must correctly grasp the characteristics of the Chinese language education in Chinese teaching, and strive to build open and vigorous Chinese curriculum" in the past there is a phase will recite the reading, as the death of reading, read the book died, was class throw. The students did not read back real, no accumulation, no use, no use reading back bold, no Chinese in improving the quality, I think the only more reading, more back to cultivate the sense of language.
In short, to Chinese teaching in the new curriculum based on the students' development, exploration and practice in the course of inevitably appear such blind spots. The key is to constantly find problems, improve the shortage, constantly construct high school language efficient class so that the students' Chinese accomplishment be fully improve.