How To Achieve A Non-presupposition Part Of The Effective Generation In Senior High School Classroom Reading Teaching

Practice and Research on Non-presupposition in Junior and Senior High School Chinese Classroom Teaching have been carried out in Zhejiang and Jiangsu provinces since the concept of the Non-presupposition has been put forward.Therefore, The Chinese Teaching and Research Group in No.14 Middle School has started the research of Non-presupposition teaching strategies in Senior High School Chinese Teaching since 2009, which is also recognized as the project of Wenzhou Teaching Research Center. This thesis is about the practice of Non-presupposition teaching and what I learnt from the research.This article describes three aspects of the issue of "how to achieve a non-presupposition part of the effective generation". The second section describes the relevant non-presupposition teaching and practice home and abroad.The third part I try to record the non- presupposition teaching I have carried out with my colleagues in the form of case studies,and I also reflected from the following three aspects:instructional design, teaching and teaching evaluation in order to get some effective teaching strategies and methods.This section focuses on how to make scientific teaching designs in order to cater to the students'learning in the classrooms which emphasize on equal dialogues so that solve the problem that teachers'presupposition prevents students'diverse understanding of the teaching materials.According to the three contradictions in non- presupposition teaching : the establishment of teaching goals in the early stage and the adjustment in teaching implementation, the establishment of instructional design and the changes while teaching, the presupposition and generation in classroom dialogue, we come up with the following strategies:First, attach great importance to students'situation while teaching preparation..In the meanwhile, decrease the limits of the multi-media to the understanding of the texts as much as possible and the the way ppt is presented should be changed from traditional linear presentation into the plate, network arranged to solve the contradiction of non- presupposition classroom teaching and the presupposition of the multimedia presentation;Second, some important points in the implementation in the dialogue teaching: Firstly, be good at judging the value of student dialogue; The second is to attach importance to dialogue and openness in the topic of relevance; And properly deal with the relationship between the divergent thinking and the generation of the teaching; Finally, adopt different forms in dialogue and evaluation .