A Study On Chinese Class Activity Design In Junior Middle School

The class activity design of a junior middle school Chinese teacher has significantimportance under the background of a new curriculum reform. In this study, methodologieslike literature research, action research and experimental summary are applied. This studystarts from the special learning mentality of junior middle school students and explores thenecessity of conducting class activity design by studying the background and theconnotation of junior middle school Chinese class activity design. It aims to test this designthrough practice and then to better serve the actual teaching practice. If a class activity is tobe designed, the principle of life must be obeyed with uniformity, openness andsubjectivity at the same time. So everything, including the teacher, students, textbook orteaching tools, should be considered thoroughly. When it comes to activity, it must take acertain form. Though the form may be varied, they should serve the purpose and content ofa class. So the teacher must select the form in accordance with his class. The preparationsof a class should be made in many aspects, such as students, teaching contentsnationalcurriculum, blackboard-writing. In one word, anything related to the class is the subject ofactivity preparation. Speaking of Chinese class activities, four stages must be included,namely the presupposition before class, the activity in class, the summary and extensionafter class and activity arrangement for writing class. At last, all activity designs mustsubject to the test of evaluation and the evaluation rules must consider the abilitydevelopment of students, the flexible guidance of the teacher as well as the effectiveness ofthe whole activitydesign.