Research On Chinese Teaching In Junior Middle School Under The Guidance Of The2011Edition Of New Curriculum

In2011the Ministry of education of the people’s Republic of China promulgated the"Chinese course standard"2011edition for compulsory education, to10years prior to thepromulgation of the "new curriculum standard" experimental draft was revised. Our provincein2012will be the new semester half year, the formal implementation of the new curriculumstandard2011.This paper collected a large number of literature, on the basis of the first compared thetwo version of the English curriculum of junior middle school Chinese teaching part of thespecified content of the similarities and differences, further to explore the nature of the courseand the teaching of junior middle school Chinese teaching. Focused on the core of theChinese curriculum goal-to learn his native language use; The basic characteristics ofChinese curriculum, the unity of instrumental and humanism; The core aim of Chineseteaching, make students learn to use the motherland language for communication, andimprove the ideological and cultural practice as well as grammar rhetoric teaching plays animportant part in junior middle school Chinese teaching.The third chapter first semester to the2011edition of "the implementation of the newcurriculum"(2012to2013January) and blocking time domain, to the second grade studentsin twelfth middle school and all the teachers of Chinese Shandong province Yantai city as theresearch object, using a questionnaire survey, interview, comparison and other methods,according to the requirements of "section teaching objectives of new curriculum" the fourthcontent, lack of inspection in the2011edition of "junior high school new curriculum underthe guidance of" Chinese teaching practice and the achievements of the. Through interviewswith teachers, then summarize the new curriculum to enable a semester, the outstandingperformance of junior high school Chinese Teaching Reform: pay more attention tocultivation of the students "read and write" ability; teachers in the classroom teaching time isgreatly shortened, the classroom time to the students; to create more active open classroomatmosphere; reading a student love lessons; advocating reform work, repetitive work less,teaching and working in more creative. From the student perspective, students for writing andcreate active classroom atmosphere are generally supportive; but for reading and reciting andattitude on assignment reform is not consistent. Supporters than the proportion of supporters not much. Through the analysis done in this chapter interviews and questionnaires, we see theimplementation and practice of the2011edition "new curriculum standard" has brought greatchanges, for the language teaching at the same time, we also found that the "new curriculum"brought changes in response to the students and teachers are not fully consistent, someteachers think bigger change teaching, effect is ideal, but a survey among students is not fullyshows that the corresponding conclusion. Many of the students and teacher response, with No.The fourth chapter in-depth reflection version2011"junior middle school Chineseteaching reform in the new curriculum under the guidance of" the problem, put forward somesuggestions. First, whether can develop without the need for new curriculum interpretation;second, whether can develop the new standard hierarchy; third,"the key to the students as themain body" is to implement the teachers "how to teach"; fourth, normal universities shouldcultivate professional teachers of Chinese language, namely the future teachers should haveconnected with the spirit of the times educational concept; two is the knowledge structure ofmultilayer composite; the three is to have understanding of others and the ability to interactwith others, management ability and the ability of educational research.