The Research On Effective Teaching Strategies Of Chinese Knowledge In Junior Middle School

This paper introduces the various viewpoints on the concept and classification of knowledge, and has combed the Chinese teaching syllabus, the curriculum standard and the Chinese knowledge teaching content which has already confirmed in the teaching materials. Focus on the problem of junior middle school language class on the issue of knowledge "how to teach".From the perspective of modern cognitive psychology,apply the law of education psychology of knowledge learning, from the grasp of knowledge,knowledge of consolidation the knowledge and knowledge of the three processes are used to explore the effective strategies on the teaching of Chinese knowledge. The full text altogether is divided into six parts, the details are as follows:The first chapter is the basic concept of Chinese knowledge elaboration, mainly from the four perspectives of the definition of knowledge, then explain the concepts of Chinese knowledge teaching, and illustrates the significance of it in the language classroomThe second chapter is the detailed analysis of the existing problems of Chinese knowledge teaching in junior high school. The main problem is the desalination of Chinese knowledge concept, the arbitrary and ineffective of teaching language knowledge,and strive to from concept to recognize the behavior change and degree of effect three aspects to analyze the problems.The third chapter is the interpretation of language knowledge, from the basis of learning theory in DavidP Ausubel accept learning theory and concept learning theory, focus on the Feng Zhongliang theory of knowledge learning, from the junior high school students learning knowledge of psychological process to analyze the junior high school to learn Chinese knowledge. Play the first two chapters to undertake transition and inspiration after chapter three.The fourth, the fifth and the sixth chapter is the central part of this paper, the main use of Feng Zhongliang in educational psychology about the three process of learning knowledge, namely knowledge understand and consolidate knowledge, knowledge of using to explore Chinese knowledge how should carry on the teaching specifically. The first step of Chinese knowledge learning is to understand, this part mainly introduces the content of Chinese knowledge enters the brain, teachers should lead the student how to receive Chinese knowledge more intuitive. The consolidation stage of knowledge is to timely grasp of the language knowledge to consolidate, that is how to extend knowledge in short time memory of long memory processes. In order to accumulate knowledge and experience to consolidate the process, but also to prepare for the use of knowledge.The sixth chapter is the focus of this article, and the innovation of the paper. Master Chinese knowledge is to achieve the purpose of specific use of knowledge through the understanding and consolidation, that is, through it to solve the actual problem of teaching. This part by use of a large number of excellent teachers of Chinese language teaching cases, through carefully analysis the way they teach language knowledge, in order to discover the law, and finally put forward effective teaching strategies.