Research On The Implementation Of Chinese Pre-learning In Junior Middle School

At present,the basic value of Chinese teaching has changed from "learning" to "learning".Therefore,it is very important for students to master the methods of independent learning and develop the habit of independent learning.However,most middle school students do not have the consciousness of "learning first".They are basically led by teachers or even pushed by them.They lack the consciousness of independent learning,which leads to the difficult improvement of learning efficiency.In order to improve the efficiency of Chinese classroom teaching,front-line teachers began to pay attention to prepositional learning.Pre-learning is put forward based on the concept of student-based education.It means that teachers arrange pre-tasks pertinently before teaching new lessons so that students can try to learn according to their existing knowledge and experience.Through the independent "learning first",students can perceive the content of the text and put forward their own difficult problems,so as to carry out classroom learning pertinently.According to students’ "learning first" situation,teachers carry out targeted teaching activities,so as to improve the teaching efficiency of Chinese classroom.Because of the subversion of the traditional relationship between teaching and learning,"learning to guide teaching,learning to determine teaching" plays a vital role in the new curriculum reform.This paper is divided into five parts and summarized as follows:In the introduction and literature review part,the reasons for the topic selection are firstly clarified,the significance of this research is clarified by summarizing and sorting out the previous research results,and the methods used in this research are also clarified.The first chapter is the theoretical exposition of Chinese preposition learning.Starting from the concept of pre-learning and Chinese pre-learning,this paper analyzes the similarities and differences between pre-learning,guided learning plan and micro-video,and further clarifies the connotation of Chinese pre-learning.It also analyzes the theoretical basis of Chinese pre-learning and its application value in Chinese teaching.The second chapter is to investigate the application status of prepositional learning in junior middle school Chinese teaching.The author conducted an interview analysis and a questionnaire survey on front-line teachers and students from four aspects: the establishment of the objective,the design of the content,the guidance of the method,and the feedback of the results of the learning.In the process of data analysis,the existing problems of prepositional learning in junior high school Chinese teaching are clarified.The third chapter elaborates the implementation strategy of prepositional learning in Chinese teaching in junior high school.Based on the results of teacher interview and student questionnaire analysis,the author explores the implementation strategies of prepositional learning in junior middle school Chinese teaching.First,teachers should establish the prepositional learning objectives from the two aspects of teaching materials and learning feelings.Second,teachers should design the pre-learning content from three aspects: "learning plan","question" and "practice".Thirdly,teachers should teach students the general steps of autonomous learning and guide learning methods in time.Fourthly,teachers should timely feedback the pre-learning results by means of multiple evaluation,so as to realize the effective connection with the Chinese classroom.The fourth chapter is to test the application effect of prepositional learning in Chinese teaching.In order to further demonstrate the feasibility of prepositional learning in Chinese teaching,the author used prepositional learning in the practice school to show the example of "laughing talk about animals",and made a teaching reflection according to the actual teaching effect.