A Case Study Of "S-C Cooperative Model" In Chinese Teaching In Junior Middle School

At present,the key business of China's education system presents a form of large-scale social collaboration,the walls of schools are gradually blurred,and the two-way opening of schools has become a trend.A new ecology of two-way integration of off campus teaching resources and school education in the fields of higher education and basic education is taking shape.The demand of traditional schools for social resources has gradually changed from the former information hardware facilities to the dual demand for high-quality teaching content and services.In this context,this paper focuses on the case of school enterprise collaborative teaching(S-C collaborative mode)of Chinese subject conducted by Foshan m junior high school and Guangzhou g educational technology enterprise,that is,a cooperative teaching mode in which school company and school company reach a cooperative teaching agreement and jointly organize students to complete a specific teaching plan.Through the case investigation,we can understand the current situation and dilemma of school enterprise collaborative teaching in the field of primary and secondary schools.Through literature analysis,the author combs the development status of "collaborative teaching" and "school enterprise collaborative teaching",and analyzes the research background of school enterprise collaborative education.Then through questionnaire survey,classroom observation and interview,we investigate the Chinese teachers of both sides and the students who participate in learning,to understand the current situation of school enterprise collaborative Chinese teaching from the perspective of Chinese teachers of both sides and the existing problems of students in school enterprise collaborative learning.And on this basis,combined with the relevant theory,from the basic principles of junior high school Chinese teaching,teaching objectives,teaching model framework,student evaluation body,put forward to improve junior high school Chinese "S-C collaborative mode" teaching strategy.After research,the application of "S-C collaborative model" in Foshan M middle school junior high school Chinese subject has certain effect on promoting students' junior high school Chinese learning effect.The specific performance is: school enterprise cooperation is conducive to stimulate students' interest in Chinese learning,meet the needs of students for learning outside the classroom,the comparative analysis of students' Chinese scores before and after the experiment shows that the number of students with high segmentation is increasing.At the same time,there are still some defects in the school enterprise cooperation mode,such as the lack of effective school enterprise communication mechanism,and teachers' lack of grasp of students' learning situation.Teachers in the school lack time to participate in collaborative teaching;online teaching method still follows the traditional teaching method,and the advantage of information teaching is not obvious.The school enterprise cooperation mode causes the role of teachers and students to be troubled.Students lack the motivation to learn Chinese actively,so it is difficult to control the effect of collaborative learning.Based on the above problems,this paper puts forward some strategies for the application of S-C collaborative mode in junior high school Chinese discipline:(1)establish school enterprise collaborative research group and innovation group,strengthen the teaching and research level of both sides of school and enterprise with the strength of school enterprise collaborative mechanism;(2)take the school as the center,both sides cooperate to build junior high school Chinese curriculum resources;(3)both sides of school and enterprise should fully grasp the learning situation and carry out teaching preparation around students;(4)school internal language Chinese teachers should actively guide students to participate in online learning classes to stimulate students' potential;(5)online Chinese teachers should improve teaching process,teaching methods and offline teaching service ability;(6)improve online classroom work forms and evaluation methods;(7)actively guide parents to participate in after-school supervision to form a tripartite force of family,school and enterprise.(8)It is necessary to divide the large class live class effectively and implement hierarchical teaching;and it is necessary to reduce the utilitarian teaching purpose and focus on cultivating students' interest in learning.