Study On Design Of Chinese Learning Objective In Junior High School Under Dulangkou Teaching Model

Dulangkou teaching model refers to the highly efficient classroom pattern with independent study newly created by Shandong Dulangkou Middle School, junior middle school in Dulangkou Town, Renping County, Liaocheng, Shandong through constant trial to promote new curriculum reform and make dominant position of student into practice since 1998. Recently, Dulangkou teaching model has caused attention among Chinese educational field with trend of learning from Dulangkou teaching model arising in many places.Dulangkou teaching model changes traditional patter of teachers’dominance in class with students taking notes while listening, but to divide the students into several groups, and let students to make discussion in group work and then learn from others’strong points to offset one’s weakness with help provided, realizing common improvement. In addition, there are links of exhibition, review and query set to support students to be brave enough to reinforce their confidence in the process of express their opinions, thus increasing learning interests of students and promoting learning level. What is promoted extremely by Dulangkou teaching model is to return time and space to students. Under such kind of pattern, teachers are no longer dominance of classroom, but receding backward to secondary level as director to guide performance of students in class in appropriate time.Limu Second Middle School in Qianxi, where the writer is in, locates in remote county, most students of which come from villages, and stay-at-home children in each class occupy more than 50%. Many students have bad learning basis, who are lacking of confidence, with no interests in study. In class of Limu Second Middle School, laziness of students in class frequently arises. Many students drop out of school before graduation. The school is with high dropout rate. Considering on such circumstance, in 2014, school started to implement Dulangkou teaching model in response to curriculum reform in city. The above unfavorable condition has been greatly improved with entrance of new pattern into classroom. However, there are many problems arising in the process of implementation of Dulangkou teaching model in Limu Second Middle School.The learning objective is the destination arrived by students in class under Dulangkou teaching pattern. With definite target, students have clear direction in learning. And only with clear direction, the momentum can be generated. As a result, the design of appropriate learning objective is the key of classroom study under Dulangkou teaching pattern. Targeted at the current educational situation when many teachers lack attention on deign of learning objective design, the writer proposes several principles in design learning objective as to classroom teaching in Chinese, such as guidance of setting of learning objective by overall target of Chinese, implementation of three dimensions, and regarding text as basis and so on. The writer implements these principles in class firstly. Through comparison, there is great improvement in no matter in achievements or in spiritual status of students in two classes after guidance by definite learning objective.However, due to reasons like short time of implementation and insufficient experience and so on, there are still many problems existing in learning objective design of teachers in Limu Second Middle School after promotion of learning objective design, such as failure to differentiate learning objective and teaching objective of Chinese teachers in learning objective design, excessive high or low level requirement in learning objective, and not specific and measurable learning objective and so on. These problems are desperate to be solved; otherwise, they will become obstacles of Limu Second Middle School on the road of learning Dulangkou teaching model, which will also influence our further teaching reform.