Studies About Effective Teaching Of Chinese Knowledge Under New Curriculum

Traditionally, Chinese knowledge teaching stresses knowledge standard while modern Chinese knowledge teaching doesn't emphasize knowledge system, which makes teaching either in vacant position of knowledge or focus on knowledge teaching ignoring cultivation of capability and quality. The author thinks it's extremely urgent and necessary to realize this target under requirement of new curriculum standard combined with the present state of Chinese teaching. Therefore, firstly we should change comparatively chaotic situation between Chinese knowledge and Chinese knowledge teaching in cognition: grasping the basic concepts of knowledge: Chinese knowledge and Chinese knowledge teaching etc., and make a clear distinction of existing state of Chinese knowledge, the status of Chinese knowledge in Chinese teaching and curriculum standard. Secondly, to counter the existing problems of Chinese knowledge teaching we should understand what is effective teaching, and what is effective teaching of Chinese knowledge under the direction of effective teaching theory. We also must recognize inevitability and operativitity of implementing effective teaching of Chinese knowledge so seeking advanced teaching theory as a basis, and acquire beneficial enlightenment for Chinese knowledge teaching. Specifically, we can observe effective design of Chinese knowledge teaching from the perspective of the theory of task analysis, and emphasize that this aim must be clear and operative; and from the points of view of Constructionism Study to see effective implementation of the teaching process of Chinese knowledge, and teaching process and teaching situation should be underlined for it; from the angle of Studying Concept of implication to see effective use of this teaching method. Lastly, to realize this objective, it needs corresponding teaching strategy, real effective knowledge teaching is realized under a certain teaching strategy. So this thesis provides effective teaching target strategy, effective teaching behavior strategy, effective teaching method strategy, effective teaching media strategy and effective teaching commenting strategy.