Action Research On Improving Chinese Learning Enthusiasm Of Senior High School Students In Primary Stage

I have found that when i was a mandarin teacher at senior high school department of JB school,compared with the medium class and the regular class,classroom management of the basic class was more difficult and score fluctuation was bigger.Students of the basic class behaved bad in the Chinese class and their Chinese learning initiative was not high.Because they had poor Chinese,they were difficult to find out slight progress of Chinese studying and unable to enhance self-efficacy,then they would abandon Chinese.According to the situation,i did an four—month action research experiment for high school students who were in basic class.I summarized and rethinked in the course of continuous error and exploration for exploring an effective way which is suited for local senior students,in the hope of improving their Chinese and promoting development of Chinese education for JB school.During the first month of the internship,i found that,the situation of the Chinese learning is not very good.The local government regards Chinese as a special subject rather than a subject of the college entrance examination.And the school don't have long-term Chinese teachers,so there is not long-term trust relationship between teachers and students.And students of the basic class progress slowly,therefore,the problem of their low-revel Chinese learning enthusiasm is very serious.According to the finding,based on the theoretical framework of action research,i did the first exploration which is called game-teaching.The novel game teaching can improve their Chinese learning interest in the short time for seniors who are moving into adolescence,which behaved through the improvement of the class attendance rate,the good performance in the class and the active class atmosphere.But the game teaching can only temporarily promote learning interest.Through introspection and summary,the problem focus on long-term,which means improving the inherent motive.Based on the domestic and overseas the formative evaluation theory,i did the second exploration which is called the formative evaluation,which makes students participate in Chinese learning process,follow their own learning progress and enjoy the learning pleasure and sense of fulfillment through different methods.In the later stage of the experiment,according to the feedback of students,i continuously refined the formative evaluation method.I adjusted teaching schedule and increased verbal opportunity.Lately,through data and material analysis,the formative evaluation methodwas confirmed by students.The experiment mainly solve the problem of lack of Chinese learning enthusiasm for Basic class,and promote the teaching effect..Therefore,i summarize the following conclusion:The application of the formative evaluation system in the Chinese class can arouse interest and is the efficient mechanism of arousing students to participate in class and Chnese learning actively.But the system has some deficiencies,so flexibility in the use of it according to different students and teaching situation is very important.