Teaching Situation And Strategy Of Foreign Works In Rural Junior Middle School

The globalization of twenty-first Century promoted the political and economic relations in the world, and the exchange and collision of culture also brought new task to basic education. The cultivation of students’ internationalization quality is the basic education to meet the new era requirements. Chinese teaching to cultivate students’ Chinese accomplishment as the goal, and extensive reading of excellent foreign literary, absorb excellent foreign culture is the embodiment of one of the forms of international literacy curriculum overall goal. Foreign works always affect students with unique sensibility and reason. It is a unique view of Chinese teaching in junior middle school, junior middle school students experience the exotic culture, see the boundless universe, the rich literary reading and understanding different writing ideas and content has opened up a shortcut. To cultivate the students’ quality and provide the factor of diversification and innovation.Junior middle school teaching of foreign works refer to teaching Chinese Textbooks of foreign works in the junior middle school, urge the students to absorb foreign excellent culture, to promote the cultural accomplishment, get spiritual growth, divided into junior foreign works of classroom teaching and extra-curricular reading. Junior middle school of foreign works in teaching shows multiple interpretations, pay attention to both language use, highlight the unique aesthetic, permeability of exotic culture characteristics. However, Junior foreign works’ teaching requirements are: to update concepts, objectives to be multiple, evaluation to the specific.The rural junior middle school due to the slow economic development, cultural atmosphere, the lack of relatively remote location, in the foreign works teaching presents the unique: teaching with classroom as the leading source of learning, foreign works’ teaching environment of temporal and spatial separation, rural culture and foreign literature’ re-integration. It also faces more difficult. Through carriying on the sample investigation of Changsha and Zhuzhou area of rural middle schools, this paper sumes up foreign works’ question in rural junior middle school : depletion of foreign literary quality of rural teachers, teaching design deviates from the target, teaching content selection of single, using of scarce teaching methods, students in rural areas with low reading. The main cause of these problems are: rigid concept of rural teachers, insufficient research, rural students lack motivation, poor extracurricular learning time management, and lack of resources in rural schools teaching, teaching evaluation system is not fully,the test point to the examination.To solve these problems, in the rural junior middle school of foreign works should countermeasures nurturing literacy teachers, clear teaching objectives of foreign works, foreign works to improve teaching content and explore foreign works for rural teaching methods and evaluation methods, and actively develop local resources for foreign works’ teaching.