A Research On The "1121" Classroom Model

In recent years,with the deepening of the new curriculum reform,schools across the country have responded to the call of curriculum reform.Secondary schools in all parts are actively exploring and joining the ranks of curriculum reform.All kinds of high efficient classroom teaching modes also have emerged: Dulangkou Middle School proposed the "10+35" model,Changle No.2 Middle School Shandong Province practiced "271" efficient classroom teaching mode,and Yanzhou No.1Junior Middle School of Jining proposed the concept of "circular classroom".No matter what kind of pattern,It is constantly exploring and refining in the teaching practice.Although they are used in various forms and different methods,they are pursuing the same goal.That is to realize the optimization under the guidance of the scientific concept of classroom teaching,to construct a highly efficient classroom.Under the background,the "1121" classroom mode is a new mode which is based on the actual situation of the No.1 Middle School in Dezhou,Shandong Province,have gone through many rounds of study and exploration,repeatedly demonstrated and creatively proposed and practiced by the leaders and teachers of the school.I have been fortunate to enter the school practice,and thus deeply learn and feel the classroom under the "1121" model.This article mainly discusses the implementation of the "1121" classroom mode in the Chinese classroom teaching in the first middle school of Dezhou and the strategies to further improve it.This article is mainly composed of three parts: introduction,text and conclusion.Among them,the main body of the thesis consists of four chapters.The first chapter summarizes the "1121" classroom mode as a whole,which involves four aspects: the connotation of "1121" classroom mode,the background,the characteristics and the theoretical basis.The second chapter expounds the implementation of the "1121" classroom model in the Chinese classroom from the perspective of the basic structure of the "1121" Chinese language class.And selected a reading appreciation,a written communication course in the internship process to give a specific interpretation and detailed evaluation.The third chapter is the statistical analysis of the survey data of the implementation of "1121" classroom mode by questionnaires and interviews.The questionnaires and interviews involve two aspects,teachers and students.The fourthchapter summarizes the achievements achieved since the implementation of the "1121" classroom mode,and the problems existing in the implementation of Chinese classroom in senior high school,and the suggestions for improving these problems.Its effectiveness is mainly reflected in stimulating students' interest in Chinese learning,the panel discussion and exhibition exercising the students' abilities in all aspects,and promoting teachers' professional growth.At the same time,the existing problems are also more prominent: the repeated use of guidance cases and reference books leads to low learning efficiency,and students in class show too much concentration and lack of effective discussion.In view of these problems,the author has given the corresponding improvement measures,so as to hope that the "1121" classroom model can be perfected and promoted in the future.