Research On Management Strategy Of Practice After Chinese Class In Junior Middle School

As an important content of middle school Chinese teaching materials,post-class practice in junior middle school is not only an important reference for teachers' teaching,but also an important resource for students' learning.It plays a very important role in guiding students to master the content of the teaching materials and consolidating the knowledge of the teaching materials.With the deepening of the new curriculum reform,the design of after-class exercises for junior middle school Chinese textbooks has been receiving an increasing attention from the society.However,at present,there are many deficiencies in the researches on the after-class exercises of junior middle school Chinese textbooks in China,such as the lack of systematic and specialized treatises.Relevant researches are mostly found in various academic journals and some works on Chinese education.In line with the purpose of providing textbook writers with new ideas of designing homework from the perspective of cognitive process,helping front-line Chinese teachers better understand the editor's intention,rationally using homework,improving teaching efficiency,promoting students to accumulate Chinese knowledge,improve Chinese ability and cultivate core literacy,this research mainly adopts the method of questionnaire,in Shandong province Tai'an City user three junior high school Chinese textbooks for junior middle school as the object of investigation,thorough investigation into the junior middle school Chinese textbook exercises after class usage among teachers and students,the objective analysis of the junior middle school Chinese textbook exercises after class advantages and existing problems,and put forward the suggestions and strategies for effective management.According to the research,there are some deficiencies in the after-class exercises of junior middle school Chinese textbooks: the total amount of after-class exercises related to "accumulation and memory" is small;the total number of "basic knowledge" after-school exercises is too small,and students often one-sided misunderstanding this kind of after-school exercises as a simple memorizing of words and phrases in articles,or translation of classical Chinese words and phrases.In the aspect of "perception and understanding" after-class exercises,teachers and students as a whole do not delve deeply into such exercises,so it is difficult to deal with them thoroughly and carefully."Migration and extension" after-class exercises are the most significant exercises in practice,but they are also the most easily ignored by teachers and students.In addition,problems in the use of after-class exercises are caused by the following reasons: 1.Lack of strategic guidance in the exercise process;2.Lack of clear training sequence of language knowledge and ability;3.After-class exercises pay insufficient attention to three-dimensional cultivation of students;4.Neglecting to guide active use of exercises to learn.According to the research,the basic strategies for the management of after-class exercises in junior middle school Chinese textbooks include: improving the system of after-class exercises and enhancing the core quality of Chinese;To strengthen the practicality of after-class exercises in junior middle school Chinese textbooks and increase their operability;Focus on stimulating students' interest in the use of after-school exercises.In a word,after-class exercises are an inseparable part of Chinese textbooks,which can help students to better transform Chinese knowledge acquired in class into Chinese practical ability.Their status and role are gradually accepted and valued by teachers and students.Junior middle school language teacher should pay attention to the important role of after-school exercises,the system,the reasonable use of after-school exercises,give full play to the advantage of the after-school practice,take the student as the main body in teaching,respect the individual differences of students,fully inspire learning language learning interest,cultivate the students' ability,self-learning ability,and to lay a good foundation for the development of Chinese education.