Research On The Problematic Learning Of Chinese In Junior Middle School

In recent years,Chinese education in junior high school has paid more attention to students' individual needs,cultivate their learning initiative,and pay attention to improving students' Chinese core literacy.The concept of problem-based teaching coincides with the training objectives of junior high school students.In the process of problem-based learning,it is often introduced by putting forward problems,and the whole process runs through the hierarchical,systematic and extensible problem system.At the same time,all kinds of knowledge are continuously integrated to realize the transfer of learning and the accumulation of knowledge by solving the problems successfully.This paper is divided into five parts.The first chapter designs the goal of Chinese problem-based learning in junior middle school,and puts forward the goal design and the content of the problem design.First of all,the concept of problem-oriented and its implementation,to explore the goal into the problem needs to consider the factors.Secondly,the concept and steps of the goal design and the problem design of the system are made clear with concrete teaching examples,which shows the importance of the goal design and the problem design of the system in students' Chinese learning.The second chapter focuses on the stylistic reading of the problem-based learning of Chinese in junior middle school,which is divided into six categories from the aspects of comprehension and comprehensive analysis.Then,from the perspective of the three types of text,including fiction,prose and poetry,the paper studies the key issues of reading teaching in junior high school.The third chapter analyzes the deficiencies of the current problem-based learning of Chinese in junior middle school through the actual teaching situation and the common types of the current problem-based teaching of Chinese reading,including students can not really ask questions,large class problem-based classroom inefficiency,the language classroom into a "question-and-answer class" and increased challenges to teachers.The Fourth Chapter carries on the process design of the problem-based learning of the junior middle school language pertinently,carries on the problem design around the student,the discipline and the teacher,uses the specific problem-based teaching case called bridge as an example to identify the core questions,develops a reasonable form of pursuit,construct and refine the problem system,and guides students to form a good disciplinary thinking.The fifth chapter puts forward the optimization tools of problem-based learning,including learning list and mind map.Through the specific case design,the question-based classroom pre-learning list and group cooperation task list are shown.Taking the teaching of poetry as an example,this paper demonstrates the application of mind map in the problem-based learning of poetry.This paper aims to study the effective form of junior high school Chinese problem-based learning,cultivate students' problem thinking and talents with Chinese literacy for the future.