Chinese Thinking Teaching Strategy Research Of Junior Middle School

In order to achieve the goal of thinking in Chinese teaching, and Comprehensively improve student grades, based on China's current language thinking teaching situation, In junior high school language teaching practice, and The basic idea of teaching thinking as guidance, Improving the efficiency of junior high school language teaching of thinking, teaching strategies are discussed. According to the junior secondary level students to the characteristics of the development of thought, this paper focus on cultivating the image of junior high school language of thinking, junior high language abstract thinking, intuitive thinking in junior high school language teaching strategies, supported by specific examples.Research methods used in this paper are: literature study, questionnaire survey method, interview, observe the law. Through the questionnaire survey, interview language on the current junior high school Chongming County to investigate the status of the teaching of thinking. And through observation of classroom teaching, and case studies on various forms of empirical research, seeks to both theory and practice, exploring the language of thinking middle school teaching strategies.This paper consists of four parts: the first chapter is Introduction, focuses on the problem and suggested that the study of the significance of research methods and research goals; The second literature review chapter, the author in the analysis Ausubel "advance organizers" strategy, the Swiss psychologist J. P. Piaget "Cognitive structure that", the United States Bruner of the "cognitive - discovered that", the United States BS Bloom, "Mastery Learning" teaching theories, information processing learning theory, AF Augustine's "brainstorming", Gardner's theory of Multiple Intelligences teaching strategies, based on the definition of language teaching of thinking The concept of strategy, The concept of thinking in language teaching strategy is defined as: In a specific teaching situation in order to achieve the development of the students thought the goal of language development and continuous adaptation in the implementation process to optimize the method or mean. The third chapter describes the status of junior high school language teaching thinking and problem analysis; fourth chapter study of junior high school language teaching strategies of thinking, sub-3, that is, thinking in images junior high school language teaching strategies, teaching strategies junior high school language abstract thinking, intuitive thinking, junior high school language teaching strategies, which s for each type of thinking, the steps the formation of the corresponding teaching strategies, and coupled with the teaching of specific examples. Such as, according to the image formation process of thinking, that the first stage is to live in the visual image into a specific image in mind, the main teaching strategy is to take as an intuitive strategy; the second stage is to mind a specific image (representation) change into the expression (spoken and written language) in the subjective image (representation), the main teaching strategy is to analyze a comprehensive, recall, Lenovo, imagination strategy. Each stage to adapt to different teaching strategies.