The Present Status Of Middle School Students’ Chinese Accomplishment And Countermeasures

In “Chinese curriculum standards of compulsory education (experiment draft)",itputs forward " Chinese accomplishment "explicitly for the first time."Chineseaccomplishment" has experienced more than10years when it was formally promulgatedin2011. From the initial discussions of its connotation to the ways to improve students’Chinese accomplishments at present, educators and Chinese teachers in the first lineexpress their unique insights. But there is a gap between theories and reality. Theexam-oriented education has hampered many a teacher to get rid of the old teachingconcepts. Machine learning, problem solving skills, topic naval warfare are still boomingin the whole teaching processes. It makes our middle school Chinese teaching full ofhaze. In the long run, it will affect the quality of Chinese teaching and restrict itsimportant role from educating people. Thus it is necessary to analyze the problems ofmiddle school students’ Chinese accomplishment and put forward practical and feasiblecountermeasures, hoping to guide teaching practice and improve students’ Chineseaccomplishment.In the first part, this article analyzes the original concepts(Chinese knowledge,Chinese ability, Chinese materials, and Chinese quality) and compares them withChinese accomplishment. It points out that Chinese accomplishment is the enrichmentand development of the original concept and faces the requirements of current times.Later from a profound analysis of Chinese accomplishment and humane accomplishment,this article points out that although Chinese accomplishment contains humanities content,"Chinese characteristics" must be highlighted. In the second part, it is about practicalsignificances of improving middle school students’ Chinese accomplishment as itimproves teaching quality and students’ learning quality, gets rid of exam-orientededucation, learns more courses, and improves students’ lifelong development andall-round development. In the third part, combining with questionnaires and interviews, it analyzes present situations of middle school students’ Chinese accomplishment andmakes a summary from five perspectives, namely Chinese cognitive learning, languageknowledge, language ability, language comprehensive and emotional attitude values. Inthe fourth part, it is about strategies to improve middle school students’ Chineseaccomplishment. There are four aspects: No.1, teachers should constantly improve theirChinese accomplishment; No.2, teachers are expected to be good at guiding students tolearn this language; No.3, students should change their concepts of learning this language;No.4, mechanism of Chinese curriculum evaluation should be improved.In this paper, core meanings of Chinese accomplishment are sorted out from theoriginal concept and its connotations in "Chinese Curriculum Standard". It points out thatChinese accomplishment is to enrich and develop the original concept. It is a newconcept. Chinese accomplishment is a dynamic process which founds the basis ofstudents’ development. It penetrates education. On investigations of present situations ofmiddle school students’ Chinese accomplishment, this paper discovers problems andfinds solutions.The purposes of this article are to clarify the connotation of Chineseaccomplishment and help people get deep understandings of the present situations of thecurrent middle school students’ Chinese accomplishment. This article serves students’all-round development and lifelong development and guides Chinese teaching practicemore effectively. All these can improve Chinese teaching quality. The author of thispaper hopes to make contributions on Chinese teaching reform.