The Research On The Application Of Teaching Foresight In High School Chinese Classroom Teaching

In all things,success lies in previous preparations and there will be failure without previous preparations.This simple principle is also applicable in the field of high school Chinese classroom teaching.Teaching foresight is a system integrating teaching thinking,teaching ability and teaching behavior.In short,teachers use their own teaching qualities to integrate the past and real-time relevant information of each element of teaching,and to prospectively think about and adjust the teaching to be implemented.This process can reflect the teachers' understanding of teaching theory,Accumulation of teaching practice and persistent pursuit of teaching quality.Teaching foresight takes "reflection" as the core,which represents the diversity and comprehensive consideration of classroom teaching.Its purpose is not only to pursue the accuracy of foresight,but also to promote the teaching of the foresight process.According to the characteristics of the high school Chinese course and subject,the teaching foresees the possibility and necessity of its application.Through the analysis of the literature,this research deeply analyzes the basic connotation and ins and outs of teaching foresight,and properly connects "foreseeing" with "teaching",thus laying a foundation for the application of teaching foresight in high school Chinese classroom.In the research,the interview method and classroom observation method were used to find out the status quo and problems of the application of teaching foresight in the group of high school Chinese teachers,and proposed a way to improve this.At the same time,the paper also analyzes the typical cases of the application of teaching foresight.It logically takes care of and connects the three levels of thinking,ability and action of teaching foresight,and strives to achieve the organic unity of the teaching foresight system.The thesis is divided into five chapters,of which the introduction is the starting point of this research,which mainly clarifies the origin of the research,the summary of the relevant research,the definition of the concepts involved in the research,and the theoretical basis and significance and method of the research.The first chapter analyzes in detail the salient features and value of teaching foresight.The second chapter beginswith the transition from the theoretical basis of the previous two chapters to practical application.Through interviews and observations,we summarize the problems in the current teaching foresight application.The third chapter analyzes the reasons for the application of teaching foresight from different levels.Chapter 4 mainly proposes countermeasures to improve the application of teaching foresight.By analyzing the typical cases of the application of teaching foresight in high school Chinese classroom teaching,the enlightenment of the application of teaching foresight in different stages is obtained.The application of teaching foresight in Chinese language classrooms in high schools can,to a certain extent,enable teachers to gain a deeper understanding of the significance of reflection and foresight in teaching,including multiple interpretations of teaching content,a comprehensive grasp of academic conditions,and a keen sense of teaching phenomena Observe and maintain the enthusiasm for teaching prediction,so as to apply teaching prediction more effectively.To further help teachers improve the overall view and system of teaching,improve teachers 'teaching self-learning ability and teaching planning ability,enhance teachers' sense of teaching responsibility and risk management awareness,prevent precautions,and then promote the development of teaching.