| Since the implementation of the new curriculum reform,Tongliao Zhalute First Middle School has conscientiously implemented the Outline of the National Medium-and Long-Term Education Reform and Development Plan,has conducted in-depth studies of the Ordinary Senior High School Curriculum Program,actively planned new courses,and combined with the actual conditions of the entire school With inner potentials and outstanding characteristics,classroom teaching and student evaluation are the starting points.Steady progress is made in the construction of new courses,especially in the exploration of teaching modes and teaching methods.Based on many years of teaching practice,Zhalute First Middle School has proposed the "Four-layer six-step" teaching model with the distinctive features of Zhalute First Middle School as the core of student development.After years of practice and exploration,it has achieved certain achievements and accumulated valuable experience.Zhalute First Middle School's "Four-layer six-step" teaching model divides students into "Everyone Participates,Everyone Demonstrates","Trying to Succeed,Experiencing Joyfulness" "Activating Thinking,Unleashing Potential","Autonomous Learning,Personality Development" At each level,through "preparing,teaching,coaching,correcting,testing,and thinking",the students can "move,play,think,and use" in six steps to cultivate students' learning awareness and interest in learning,and gradually build students' Continuous learning ability and development ability.The Chinese language teaching and research section of the Zhalute First Middle School combined with the "four-step and six-step" teaching model based on learning,fully combined with the characteristics of the academic and language disciplines,and gradually implemented and implemented the "Four-layer six-step" teaching mode in the Chinese language classroom at Zhalute First Middle School.In order to ensure the smooth development of the "Four-layer six-step" teaching mode,the "Four-layer six-step" teaching mode at Zhalute First Middle School was first grouped and prepared from the students.That is,students are divided into four levels according to their learning ability and learning level,and then a learning plan is tailored for each level of students and gradually implemented.At present,the Chinese language "Four-layer six-step" teaching mode at Zhalute First Middle School,has achieved remarkable results.Chinese classroom teaching forms are rich and varied.There are many forms of teacher-student cooperation,student cooperation at different levels,and mutual assistance among students at the same level.The "Four-layer six-step" teaching model has helped students establish their confidence in learning and cultivate a spirit of cooperation.The students' Chinese performance and Chinese ability have also been greatly improved.The professional qualities of teachers have also been significantly improved.Various micro-topics have been developed and school-based textbooks have been written.However,there are still some problems in the language course "Four-layer six-step" teaching model in Zhalute First Middle School.For example,the students'interest in learning needs to be improved,the degree of achievement of the teaching goal of the teacher needs to be improved,and the matching of teachers of the Chinese teachers needs to be adjusted.For this reason,the author suggests that students should be given full play of their subjective energy;teachers should focus on improving the attainment of teaching objectives;emphasizing that all aspects of teaching should be put in place;Chinese teachers should improve their ability to control the classroom and coordinate the curriculum as a whole.Through the school support,teachers and students work together to further improve the Chinese course"Four-layer six-step" teaching mode in the Zhalute First Middle School,and made the Chinese course "Four-layer six-step" teaching mode of Zhalute First Middle School achieve better results. |
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