Investigation And Analysis Of The Current Situation Of "Chinese Theme Learning" In Shijiazhuang Shimen Experimental School

Driven by the wave of new Chinese curriculum reform,Mr.Li Xigui put forward the teaching method of "Chinese theme learning" in 2006.The experiment put students’independent reading and a large number of reading at the top of the Chinese class.Students use 1/3 of the classroom time to complete the teaching materials,and the rest 2/3 Under the guidance of teachers,we can read the matching series of "Chinese theme learning"independently and freely,and complete 6 million words of reading in three years.This breaks the traditional concept of education.At present,more than 6000 schools across the country have participated in this experiment,which has achieved fruitful results and attracted many interests and concerns.Shijiazhuang Shimen experimental school is subordinate to Shijiazhuang No.2 Middle School Education Group.It is one of the first batch of private complete middle schools in Hebei Province.The school has a first-class teaching environment and teacher allocation,covering an area of 93400 square meters,48%of which are in-service teachers and graduate students with more than 5000 teachers and students.Since 2012,the school has actively introduced "Chinese theme learning" activities.After 8 years of exploration,the experiment of "Chinese theme learning" is becoming more and more mature.Teachers use learning plans to guide learning,share the results of collection and preparation,and gradually standardize the"Chinese theme learning";students’ learning plans are specific,and learning is "rule-based";combined with teaching practice,six types of courses are derived,namely unit preview class,teaching and reading class,reading guidance class,group reading class,theme writing class and classic guide class.Through the questionnaire survey of students,interviews with teachers and my teaching practice,it is found that the school’s "Chinese theme learning" activities have achieved good results in teaching,and great changes have taken place between teachers and students.To some extent,"Chinese subject learning" has changed teachers’ teaching material concept and teaching methods in the past,and guided teachers to reevaluate students and re understand themselves.At the same time,"Chinese theme learning"stimulates students’ interest in Chinese,improves students’Chinese literacy,and gradually improves students’ reading speed,understanding level and writing level.But at the same time,the school’s "Chinese theme learning" in the specific implementation process also produced a series of problems,affecting its further development.Due to the limited classroom time,it is difficult for teachers to complete the basic knowledge and Theme Reading in the classroom;the utilization rate of Chinese theme learning series is not high,and its quality needs to be optimized;the lack of corresponding evaluation measures for Chinese theme learning,backward and one-sided evaluation concept;the impact of middle school entrance examination on Chinese theme learning.In view of the above problems,this paper puts forward four improvement measures for the better development of "Chinese theme learning":teachers and students actively seek the method of combining basic knowledge with theme reading;optimize the quality of "Chinese theme learning" series,improve its utilization rate in and out of class;improve the evaluation mechanism of "Chinese theme learning",seek diversified evaluation;seek and create The new course type of the combination of examination and"Chinese theme learning" in junior middle school will run the theme learning through the junior middle school stage,so as to better improve the students’ performance in the middle school examination.This paper tries to explore "Chinese theme learning" in junior high school more comprehensively and theoretically.Its suggestions can help to solve the problems existing in teaching research and provide reference for the current Chinese teaching reform in junior high school.