The Value And Practice Of Participatory Teaching Of Chinese At The Beginning Of The New Curriculum Standard

Classical Chinese has gone through thousands of years,through the baptism and test of history,carrying hundreds or even thousands of years of cultural accumulation.Classical Chinese teaching is an important part of junior middle school Chinese teaching,but there still exists the phenomenon of "monotonous teaching methods of teachers and single learning methods of students" in the current teaching of classical Chinese in junior middle school.Participatory teaching is a way of learning in which teachers and students work together to create a harmonious teaching atmosphere and encourage students to participate actively through various teaching means so that students of different degrees can develop.In view of the existing problems in classical Chinese teaching,this paper explores the relevant theories of participatory teaching,and explores the value and feasibility of Participatory Teaching of classical Chinese in junior high school by using the methods of literature research,questionnaire survey and case analysis,with a view to providing a reference teaching model for the first-line teaching of classical Chinese in junior high school.In addition to the preface and conclusion,this paper is divided into three chapters.Chapter One The Value of Participatory Teaching of Chinese in Junior Middle School.Starting from the selection of classical Chinese in the textbooks compiled by the Ministry of Analysis and combining with the requirements of the new curriculum standard for the teaching of classical Chinese in junior high school,this paper expounds the three values of Participatory Teaching of classical Chinese in junior high school,that is,deepening the requirements of the new curriculum reform,cultivating students’ core literacy and meeting the future development trend of classical Chinese teaching.Chapter Two: Problems in Participatory Teaching of Chinese in Junior Middle School.This chapter uses the questionnaire survey method to design the questionnaire from four dimensions of junior middle school students’ attitude,behavior participation,emotional participation and cognitive participation in learning classical Chinese.Through the questionnaire survey and analysis of a general junior middle school in Daqing,it summarizes the common problems in the participatory teaching of classical Chinese.In the aspect of teachers,teachers emphasize explanation,ignore situation,emphasize knowledge and neglect perception.On the other hand,students’ participation consciousness is weak,their participation behavior is single,and their learning purpose is utilitarian.Chapter Three: Strategies of Participatory Teaching of Chinese in Junior Middle School.In view of the problems existing in the participatory teaching of Chinese in junior high school,this chapter combines with case analysis,explores the specificimplementation process of Participatory Teaching of Chinese in junior high school,and puts forward feasible strategies from the aspects of students’ learning and teachers’ teaching.In terms of students,this paper discusses the learning strategies of Participatory Teaching of Chinese in junior high school from three aspects: cultivating students’ interest in learning,learning directional preview and self-evaluation;in terms of teachers,teachers are required to establish scientific and reasonable teaching objectives according to students’ learning conditions,carry out diversified teaching activities and develop diversified participatory classroom evaluation.