| This topic is mainly on the design and implementation of Chinese "guiding mode" in junior middle school from Grade 6 to 9. It aims to correct students' learning attitude, cultivate good habits of study, stimulate their interests in Chinese learning, and to enhance their ability to learn Chinese. In the course of the study, the researcher first use questionnaire investigation to find out the importance and necessity of instruction learning. This article also uses the methods such as literature methodology, to analyse and do research on the major impact of guiding mode theory. At last, the action research and case study are applied. The researcher of this article combines theory with her own teaching style to design the guiding mode and try to develop it through her teaching practice. In this way, the researcher summarize three kinds of guiding modes which are suitable for students'Chinese learning in junior high school.STUDIO mode which reflects the principles such as "the teacher as the supervisor", "the students as the main bodies" and "training as the main line", is suitable for reading lessons. What's more, "team work" and "independent thinking" are interacted with each other.DOSSIER mode, which is based on the use of learning paper, pays much attention on the gradual development of teaching resources. These teaching resources not only come from teachers'hard work in the design and development of the learning paper, but also benefits from the students'use and feedback of the learning paper.MOODLE mode, which applies to the "moved forward follow-up"in all classes, is based on the network to build courses. It has become the second classroom for teachers and students to discuss and communicate in order to build a course.It is found that three modes, no matter it is independently used, or combined together, can play a positive part in cultivate the students'interests in learning Chinese. More importantly, it can bring some changes in students'ways of learning. |
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