Researcher On The Teaching Of History-biography Literature In Senior Middle School

With the presentation of the 2017 edition of the Chinese Curriculum Standards for Senior High Schools,it is a great opportunity and challenge for any literary genre of teaching.The reason why we choose to study the style teaching of history-biography literature is mainly hoping to practice the basic spirit of the new curriculum standard through the style teaching of history-biography literature,to consider "why to teach ","what to teach "," how to teach" and so on about the history-biography literature.The preamble consists of four parts.First of all,it explain the reasons for this topic;Secondly,from the curriculum,classical Chinese teaching and historical prose teaching research three dimensions to explain the current research situation,to summary of current research results and shortcomings,to put forward the problem to be solved.The text consists of four chapters.The first chapter mainly discusses the question of "what is the history-biography literature" and "why to teach".The first section defines the concept of history-biography literature clearly,expounds its developing process,and emphasizes the teaching necessity of its developing process,so as to give students a dynamic view of the style;The second and third sections explore the necessity of teaching the history-biography literature in terms of its teaching value and its unique value.The second chapter expounds the problems of "what to teach" and "how to teach" in history-biography literature from the arrangement of teaching materials.It expounds the intention of the textbook writer from the characteristics of textbook arrangement and content,further reveals the teaching content neglected in daily teaching and the teaching method of ignoring the textbook compilation system,and points out the direction for the teaching of history-biography literature.The third chapter redefines the teaching goal of the teaching of history-biography literature in senior high school,starting with the evaluation standard "academic quality level" proposed by the new curriculum standard.Each text should have the teaching goal,each core literacy should also have academic year?s teaching objectives,in order to explore how to cultivate students' core accomplishment gradually in the teaching of history-biography literature,and what should be the requirements of each academic year.NO advance teaching,no lag teaching.Students' learning is not accomplished overnight,but should be cumulative,this kind of accumulation should be reflected not only in the students' learning,but also in the teaching of teachers.The fourth chapter aims at the above-mentioned the question of "what to teach" to explores the concrete should "how to teach ".This chapter further demonstrates the spirit of the new curriculum standard,around the academic task group proposed by the curriculum standard.It first determine the three major task groups associated with the teaching of history-biography literature.They are the task groups of "language accumulation,combing and exploring "," literary reading and writing" and "whole book reading and discussing".Finally,the teaching system of three task groups is explored,and corresponding teaching strategies are put forward.The conclusion part sums up the understanding of the new curriculum standards through the teaching of history-biography literature again: First,the design of teaching objectives should be based on certain evaluation criteria,rather than a certain examination.It is non-result knowledge,more important is the ability of process.Second,a complete teaching system should include all learning activities in and out of class,not just in class,Therefore,the extracurricular learning activities should also be included in the daily teaching to give appropriate guidance and comments to the students.Third,the development of any ability is a gradual process.The student's study is it,the teacher's teaching is also it.