| Consistency and continuity is characteristics of the design in Chinese curriculum system.Chinese teaching is inseparable in primary and high schools.Both of them undertake the teaching tasks in the corresponding sections,and are devoted to improving the attainment of students.Through the comparative analysis between "unior high school language new curriculum standards"(2011 Edition)and "ordinary senior high school language curriculum standards(Exposure Draft)"(2016 Edition),we can find the two standards are consistent in nature and targets.Through the previous questionnaire survey among the freshmen,the interview with junior&senior high school Chinese instructors and researchers,and the experienced high school teachers,we find thatstudents’ ability and quality is vary widely between the actual teaching of junior&senior high school,requirements of Chinese teaching.The teachers in Junior high school in order to improve the students’ interest in Chinese learning,they will reduce the difficulty of learning more or less,while teachers in senior high school are used to following the teaching method of the twelfth grade,so the freshmen appear to be in a loss and decline in academic performance,causing the emergence of the "fault" phenomenon to the Chinese subject teaching.On the basis of previous studies,the investigation and study of the questionnaire and the interview,the author find that the causes of "fault" phenomenon are both objective and subjective.Objectively,there are four aspects:the beginning of high school is divided into junior and senior high school;curriculum standards are different in junior high school and senior high school;textbooks are different in junior high school and senior high school;evaluation standards are different in the college entrance examination and senior high school entrance examination.Subjectively,teachers and students have their own causes.Through the cause analysis,the author tries to find a feasible and effective way to bridge the "fault".The biggest bright spot in this essay is to guide students to play a more important learning subjectivity.In addition,teachers should have active cohesion consciousness,pay attention to the supplements of grammar and syntax knowledge points and teaching methods’ change.Students’ learning should be a lively,active and full personality process.Listening carefully,thinking actively,hands-on practice,independent exploration,cooperation and communication are all important ways to learn Chinese.Updated reading consciousness(drawing knowledge tree),constructing the framework of knowledge,its modeling consciousness(mind map),advocating diverse personality interpretation,paying attention to the writing for daily life needs and speculativity are effective ways of promoting students’ subjectivity.At the end of the essay,there are two teaching examples at the beginning of high school.In the conclusion the author puts forward that the cohesion between junior high school teaching and senior high school teaching is a huge systematic project,which need the joint efforts of education experts,researchers,and all the junior&senior high school Chinese teachers. |
