A Study On The Present Situation And Strategies Of Pre-primary Chinese In Junior Middle School

As an important part of Chinese classroom teaching,Chinese pre-preparation is an important part of Chinese classroom teaching.During pre-class preparation,students will experience the process of discovering problems,analyzing problems and solving problems on their own,which is positive for the improvement of students' autonomous learning ability and exploratory thinking ability.The role.To this end,this study takes Chinese pre-preparation as the research object,based on the analysis of relevant literature,summarizes the content,form,method,existing problems and optimization strategies of Chinese pre-preparation,through a middle school in Yili area of Xinjiang Students and Chinese teachers conduct questionnaire surveys and conduct interview surveys with individual teachers to fully understand the current situation of junior high school Chinese pre-preparation,find out the current problems of junior high school Chinese pre-preparation,analyze the reasons for these problems,and finally propose optimization Strategies,with a view to providing some guidance for the implementation of junior middle school pre-preview.The structure of this paper is as follows:The introductory part mainly describes the results of theoretical research and practical exploration of Chinese pre-class preparation from five aspects: the reasons for selecting the topic,the research status and trends of Chinese pre-class preparation,the definition of relevant concepts of pre-class preparation,research methods and research ideas Do the preliminary preparation work for this study.Chapter 1: Survey and data analysis of the pre-preparation of Chinese in junior high school.It is mainly carried out from the aspects of survey preparation and survey data analysis of the junior middle school language preview.The survey preparation stage of the junior high school Chinese class preparation includes three aspects: the purpose of the survey,the subjects of the survey and the content of the survey;the analysis of the survey data is carried out from the perspective of students and teachers.Specific analysis and research.Chapter 2: The problems existing in the pre-preparation of Chinese in junior high school and the analysis of the reasons.The first part of this chapter combines the analysis of the survey data in the previous chapter to summarize the problems existing in the current junior high school pre-preparation from the perspective of students and teachers.It is found that the students 'problems include the following aspects: the students' pre-preparation lacks autonomy Sexuality and inquiry,the motivation for pre-class previews is not correct and not implemented.As far as teachers are concerned,the existing problems are as follows: the lack of design of pre-lesson preparation content,the lack of guidance on pre-lesson preparation methods,the single method of evaluating pre-lesson preparation,and the inefficient feedback.From the perspective of students,there are the following reasons for the occurrence of these problems: insufficient understanding of the importance of pre-preparation in Chinese;failure to master the method of pre-preparation;influenced by the pressure of further education;heavy workload;and influenced by the way teachers pre-check.Teachers have limited energy and neglect the student's dominant position;teachers' own teaching skills and professional qualities and other factors are also the reasons for the little effect of pre-class previews.Chapter 3: Based on the analysis of the reasons for the existing problems,put forward optimization strategies.First of all,teachers should actively improve their professional qualities by establishing the concept of lifelong education,actively conducting preview reflection,strengthening mutual assistance and cooperation between teachers,and participating in research on topics.Secondly,from two aspects of internal motivation and external motivation to stimulate students' interest in preview.Third,based on students' learning ability and genre of texts,carefully design the pre-lesson content.Fourth,organically combine the stylistic features and teaching objectives of the text,students' learning interests and teaching effects,the difficulty of pre-class preparation,classroom teaching assumptions,problem awareness and teaching process,and strengthen the connection between pre-class preparation and classroom teaching.Finally,on the basis of teacher evaluation,students are actively encouraged to carry out self-evaluation,guide students to evaluate each other,and actively improve the pre-class preview evaluation system.The conclusion part mainly reviews the research process of this thesis,then expresses the shortcomings of the current situation survey one by one,and finally briefly outlines the general direction of the follow-up study before the Chinese class.