Exploring The Teaching Method Of "layered Class System" In Senior High School Chinese

Chinese discipline,as an important discipline that shoulders the responsibility of training contemporary middle school students' humanistic quality and inheriting the Chinese nation's excellent culture,has always been at the forefront of teaching reform.With the development of society and the continuous progress of educational philosophy,traditional administrative class teaching has shown many limitations,instead of focusing on students' differences and adapting to flexible selection of multi courses.In the teaching mode,the students according to their cognitive level or interest characteristics are divided into different levels,and was assigned to the new teaching class,so every class teachers are able to carry out targeted teaching,in order to achieve open and vigorous efforts to make the high school language classroom.Based on Chinese curriculum standards,differentiated teaching theory,learning motivation and other related theories,a series of surveys have been carried out on some teachers and students in S middle school in Shenyang,such as questionnaires,classroom observation and interviews,so as to get relevant data.A total of 16 questionnaires were received from teachers,including surveys,teaching and evaluation,and 300 questionnaires.Through statistical analysis of data,we can understand the implementation of hierarchical teaching in general senior middle schools,summarize the shortcomings and analyze the reasons,and put forward specific teaching suggestions for ordinary high schools,especially the teachers in the workplace.This article is divided into five parts,the first part is the introduction part,which includes the research background and significance,the research review,the definition of related concepts,the main research methods and the relevant theoretical basis.The second and third parts are mainly aimed at the case study of "stratified class walking system" in the Chinese S Middle School of Shenyang,including classroom observation,questionnaire survey and interview.Through the comparison and analysis of the data,this paper summarizes the implementation,the deficiency and the reasons of the "stratified shift shift"teaching.The fourth part will be based on the teacher's teaching link from the three aspects of lesson preparation,teaching and evaluation to discuss how to implement the language stratified class teaching,in order to provide a certain reference for the majority of the teachers.The fifth part,based on the relevant concepts of the new curriculum standard of high school Chinese and the related theory of Chinese stratified teaching,takes the poetry teaching and prose teaching as an example to carry out the corresponding practical exploration to the reading teaching of S middle school in Shenyang,in order to help the school language teachers to better implement the "stratified shift class" teaching.