The Analysis And Proposition For The Communication In Chinese Class Of Junior Middle School

Communication theory attracts more attentions in the global society. In the respect of education, teacher-student communication has been emphasized for a long time, and has been taken as an important measure to achieve the aim of instruction. With the curriculum reform in fundamental education, the communications between teaching and learning draws more attentions since it reflects the active participation of students and the communication in teaching.This research is based on the theory of communication, modern education and curriculum. Meanwhile it takes the communications in Chinese class in some junior middle schools as study case. And it also takes the psychological characteristics of both teachers and students into consideration. Library searching, interview, observing, case study, etc, are the main means to complete the research, which with the aims to analyze the current situation of communication in Chinese class of junior middle school and to propose some solutions at last.In this research, it points out three main problems in current Chinese teaching in junior middle school.â‘ The consciousness of teaching and learning remains at a low level.â‘¡The ways used to communicate are pretty few.â‘¢Relationship between teaching and learning is not so rational.In this research, it briefs the development of communication in education. It proposes a rational communication structure in teaching in Chinese class of junior middle school. It explains out what the rationality means here;the necessity of rational communication in teaching Chinese;the subject factors that have impacts on rational teaching-learning;the steps and strategies of rational communication in Chinese teaching in junior middle school;and the external factors that keep the rational communication going on.