Heterogeneous Research In The Same Class Of "Mang

There are differences in Chinese Language teaching.For the same text,different teachers will make different instructional designs.Even the same teacher may make different instructional designs for different learners or in different periods.It is because of the differences in Chinese Language teaching that it is possible and necessary to develop the heterogeneous design for the same lesson.The Meng is the longest narrative poem in the Book of Songs.It recorded the story of a woman's love and marriage,which has lasted for thousands of years.As one of the representatives of the Book of Songs,The Meng is a window for studying the Book of Songs in high school.There is ambiguity in the interpretation of the text of the Meng,which can be used as an example of the research on heterogeneous design for the same lesson.The teachers in the Chinese language teaching group of our school,Mrs Z,Mr L,and Mrs C,have their own teaching ideas and teaching styles.Therefore,three lesson plans from the three teachers have been selected in this dissertation for comparative studies,hoping to find out their commonality in instructional designs and curriculum implementations and exploring their personality and characteristics in the teaching process.This dissertation mainly studies the heterogeneous design for the Meng,which consists of five parts:The introduction part mainly introduces the basis and significance of the topic selection of this dissertation.The first chapter is an introduction to the basics of the text,the teachers and lesson plans of the Meng.The first is the textual introduction of the Meng and the position and value of the Meng in the textbook of the PEP.The second is an introduction to the designers of the three lesson plans.The last part is an explanation of the three lesson plans,namely,the conventional interpretation method of Mrs Z,the time-space interpretation method of Mr L,and the reading interpretation method of Mrs C.Mrs Z designed a conventional interpretation method based on unit guides,after-class exercises,and teacher reference books;Mr L was inspired by the narrative perspective,analyzing the heroine's mentality from different time and space,and reflecting the thinking to the character's fate in different time and space contrast;Mrs C chose to read the text aloud at multiple levels according to the characteristic of poetic chanting.The second chapter is a multi-dimensional comparative analysis of the three lesson plans,mainly including teaching objectives,teaching content,teaching methods,and teaching effects.Through the comparison of the three teachers' conventional interpretation method,space-time interpretation method and reading interpretation method,the three teachers and three lesson plans have excellent teaching commonalities and their respective highlights.For example,all of the three showed their teaching objectives in their choices of the teaching content,respecting the text and valuing the generativity and dialogicality of class.The differences are their specific content selections.Mrs Z focused on the plots,requiring students to analyze the emotional variation of the heroine from the different plots.Mr L stressed the time and space,getting the emotion of the heroine by comparing the different time and space.Mrs C analyzed the emotion of the heroine through the change of appellation.The third chapter is the teaching inspiration based on the comparative analysis of the second chapter.It mainly summarizes the three aspects of Chinese teachers,text teaching and school Chinese Language subject construction,and finds out what teachers and schools can learn and refer to,such as establishing a sense of innovation,improving the level of questioning in the classroom,making good use of teaching methods,and practicing heterogeneous design for the same lesson normally.The fourth chapter is about improvement measures to deal with the problems in p racticing heterogeneous design for the same lesson in the A middle school.Heterogeneous design for the same lesson is a way of exploring Chinese education.Not only does it make clear what to teach but also how to teach.The study of the heterogeneous design for the Meng is helpful for teachers to innovate their thoughts and provides a new starting point for the teachers who want to conduct such activities.The case study of the heterogeneous design for the same lesson is also benefit to enrich the theoretical basis of the study of the heterogeneous design for the same lesson of Chinese Language in high school and improve the research field of the heterogeneous design for the same lesson of Chinese Language in high school.Next,the study of the problems and solutions in practicing heterogeneous design for the same lesson of Chinese Language in high school can help the teachers in our school have a self-reflection to the heterogeneous design for the same lesson and give some guidance to them on the specific methods in practicing it to improve the teaching ability of the Chinese Language teachers and the quality of the Chinese Language teaching in our school.