The Proper Use Of The "learning After Teaching" Model In High School Chinese Reading Teaching

As in the new period of reform and the development of the education teaching progress,countries in the field of basic education fully implementing quality education and carry out new teaching model,then,creates a "learning before teaching" teaching model and "learning" class.This paper tries to use the "first learning " mode,which is a kind of system of teaching method.What is the feasibility of the "post-learning" teaching model? Why don't the schools that have followed suit have had the same effect on learning this model? There is a debate about the "post-learning" model of education,but why is it so controversial that schools are trying to follow suit? This shows that "learning before teaching" certainly there are worth learning,in addition,many teachers in this mode there is a misunderstanding,it makes me to explore "learning before teaching" mode in Chinese teaching are interested in how to properly use,due to the high school student's body and mind development characteristic,more suitable for use this kind of teaching mode in teaching,therefore,this article focuses on proper use of this model in high school Chinese reading teaching."Learning before teaching" classroom teaching mode can seize high school student's body and mind development characteristic,take the student as the main body in the teaching process,using various ways to improve the students' interest in learning,maximum limit arouse the enthusiasm of their learning,let the children will be able to independently explore text,take the initiative to acquire knowledge;In addition,"learning before teaching" pattern with the combination of Chinese reading,can let the students to explore in practice,is advantageous to the students actively participate in the classroom,increases the chances of students' reading and through classroom training,causes the student to the just learning knowledge into ability,"teach in order not to get the full embodiment.But the "first study" mode also has a problem in Chinese teaching: it is improper to compile and use it.Abuse or neglect "group study";Students can't say "problem";The language teaching strategy is "programmed" and the students' ability to study independently is poor.In response to these questions,we should pay attention to the following: rational formulation and use of "learning cases";Reasonable use of group learning advantages;To cultivate the students' ability to ask questions;Strategies for optimizing language teaching;And improve student learning initiative.In this paper,the author's research on the "post-learning" model and the actual case study,hope to be able to provide some guiding significance for the application of this pattern in Chinese reading teaching.