The Practice Research Of "271" Teaching Mode In Chinese Teaching In Middle School

With the continuous advance of the national basic education reform,the traditional teaching mode of "teachers teach,students learn" in the classroom has been unable to meet the needs of the current Chinese classroom.In order to promote the development of Chinese education,improve the participation of students in the Chinese class,"271" teaching model,"circular classroom" teaching model and "independent open classroom" teaching model and some representative teaching model gradually formed,this paper will focus on the introduction of "271" teaching model."271" teaching model to promote the overall development of students mainly,class time,student composition and learning content and a series of factors affecting the overall development of students are divided into 2:7:1,and supplemented by the high efficiency of the classroom guide plan as an auxiliary tool in the process of student learning,greatly improve the efficiency of the classroom.With the deepening of education reform,"271" teaching model has achieved certain results and is favored by more and more schools and teachers.In this paper,S middle school Chinese classroom as an example,combined with the characteristics of the middle school Chinese subject,the "271" teaching model in the middle school Chinese classroom implementation of the comparative system of research and analysis,and strive to "271" teaching model of the middle school Chinese classroom teaching to provide implementable suggestions.This paper is divided into five parts.The first part summarizes and analyzes the current research status of "271" teaching model,and summarizes the existing problems and development trend of "271" teaching model.Through literature analysis method,observation method,interview method and questionnaire method,in-depth understanding of "271" teaching mode of middle school Chinese classroom.The second part summarizes the theoretical concept of "271" teaching model,analyzes the premise background and specific meaning of "271" teaching model,and forms a classroom framework for the construction of "271" teaching model.The third part is based on the investigation and research in the implementation process of the "271" teaching model,and the design of the questionnaire for the first and second grade students.The content of the questionnaire for the students is mainly from the acceptance of the "271" teaching model,the students’ use of guidance plan and the actual situation of the students’ participation in the classroom.The content of the interview with the teachers focuses on the preparation of guidance plan and the actual situation of the middle school Chinese classroom under the "271" teaching model.The fourth part summarizes the "271" teaching model in the middle school Chinese classroom teaching of the lack of scientific guidance plan,group discussion in the Chinese classroom does not play an advantageous role and students can not form their own views through the discussion of the three problems,and combined with the middle school Chinese classroom teaching cases in the "271" classroom of the three problems are analyzed.The fifth part focuses on the "271" teaching mode of middle school Chinese classroom existing three problems put forward the corresponding optimization strategy,such as by reducing the workload of teachers,improve the level of teachers writing guidance plan;Through teachers to strengthen the pre-class training of students,reasonable construction of learning groups and strengthen the quality of teachers,to ensure that the Chinese classroom is scientific;Through the cultivation of students’ self-assessment and questioning ability to improve students’ Chinese learning ability,and finally according to the three optimization strategies to design in line with the "271" teaching model of guidance plan and Chinese lessons for reference.