Explore The Default Language Reading Instruction In High School And Generation

Before the new curriculum reform, Chinese teaching was linear and teacher-oriented. Conventional Chinese teaching received criticism from quite many people. Because of the shortcomings of non-open Chinese teaching, researchers of education theories hope to improve the teaching theories and better the teaching mechanism. However, the effects have not been satisfactory so far. That is because conventional Chinese teaching is based on a series of presets– teaching targets, teaching contents and the way of teaching. With the presets, the teaching is mechanical. Teachers design the teaching procedure before a class.  Teachers have to preset each step of the class in order to fulfill the teaching targets. Students'failure to follow the presets will cause an influence on the teaching procedure. In other words, the students go into the wrong way. Therefore, teachers never let the students perform in class as they themselves intend to. If the students fail to follow the presets, the teachers will think of some ways to lead the students into the right way. However, this hinders the thinking and character development of the students.     Meanwhile, it kills the desire of the teachers to create as well as their wisdom and personal charm.Complaints about the shortcomings of conventional Chinese teaching are all over the place, while generative approaches are gaining popularity. Thus, dynamically generative classes are being promoted. Student-oriented classes, which are advocated by the New Curriculum Reform, truly focus on students'individual development. Teachers adapt this new teaching concept, and through teaching practice, prove its scientificity and rationality.After searching a great number of files, the writer, adopting literature method and observation method combined with her personal experiences, came up with the understanding of the relationship between presets and generation, and the way to correctly deal with them.Chapter One probes into the relationship between presets and generation by revealing the problems that commonly exist in senior high school Chinese classes. The writer means to put forward the necessity and feasibility of dynamically generative classes.Chapter Two is about the analysis of operative strategies of presets and generation after she listened to other teachers'classes in a certain senior high school in Shanghai during her internship.In Chapter Three, the writer describes the frustrations and failures that the writer met with when she tried to coordinate the relationship between presets and generation during her internship. She also concludes in this chapter the right and wrong ways to treat presets and generation.In Chapter Four, the writer has a preliminary probe into the meaning of the Presets and Generation in Senior High School Chinese Teaching and proves the importance of this kind of research. Only when we put enough focus on students'development can we realize the promotion of teaching and the progress of the society.