The Application Of Active Teaching Theory In The Junior Middle School Language Classroom

This thesis aims to explore the necessity and significance of implementing activity teaching--a new teaching mode for Chinese class in the junior middle school. The significance of activity teaching in Chinese class is evaluated and analyzed through different patterns of teaching examples, and then existing problems are explored to find the underlying causes of the difficult move in activity teaching. Next, some effective and practical strategies are put forward based on the procedures, modes and types of activity-teaching for Chinese class in the hope of exploring a new path for an new activity teaching for Chinese class.In the first chapter, the background of activity teaching for Chinese class is illustrated, and its definition is clarified afterwards. Although views on knowing and doing in the ancient China are different from those in western countries, the importance of children's overall development is emphasized. Activity teaching not only verifies Marx's Materialist Conception of History but also conforms to the characteristics of teenagers' psychological development. It mainly includes some conventional modes such as skills and operations, problem-solving, and emotion molding with some basic characteristics such as diverse objectives, open contents, and different forms.In the second chapter, the author tries to explore the feasibility of introducing activity teaching into Chinese class in the junior middle school. The new course reform changes a single-goal of traditional classes and advocates the achievement of three-dimensional goals. As for activity teaching for Chinese class, it helps students to learn knowledge and improve ability with the aid of different activities, know more about processes and master methods through cooperation, and form a positive value of emotion by communicating with the teacher freely.In the third chapter, starting from individual teaching examples, the author tries to reveal the existing problems by making reflection on some unsuccessful examples, and the problem is that the current activity teaching is superficial, narrow, and excessive because it seeks for forms and ignores actual effects. Then, by analyzing the causes for the existing problems from the perspective of class participants, it is pointed out that the main reasons for the problems of activity teaching are ambiguous goals, inappropriate interaction between participants, and teachers' erroneous regulation.In the forth chapter, starting from the procedures, modes and types of activity teaching, some effective and practical methods and strategies are put forward in combination with successful teaching examples. Moreover, with regard to the way of evaluating activity teaching, encouragement and diversity is advocated while criticism and singularity is objected. It is believed that solutions for the problems can be found only after an appropriate evaluation and reflection is made on the participants and effects of activity teaching for Chinese class. At last, some noticeable problems in activity teaching in junior middle school for Chinese class are illustrated.In a conclusion, it is necessary to implement activity teaching for Chinese class in junior middle school. However, students' overall development can only be promoted by realizing the connection between Chinese subject and real life, and extending students' room for learning Chinese, and the premise is to solve the existing problems in a smooth and appropriate way, and explore suitable strategies for its development.