Investigation And Research On The Design Of Chinese Classroom Practices In Junior Middle School Under The Background Of "Double Subtraction"

In 2021,the Central Office and the State Office issued the Opinions on Further Reducing the Burden of Students’ Homework and Off-school Training in Compulsory Education,which proposed the "double reduction" policy of "effectively promoting classroom teaching reform and strictly controlling the total amount of written homework".Among them,the average completion time of written homework in junior high school is no more than 90 minutes.Through the inquiry of relevant materials,the author found that under the premise of promoting the unified use of the departmental textbooks,there is a certain analysis of the departmental textbooks and the design of junior high school Chinese homework.However,in the section of junior high school Chinese classroom practices design,at present,most of the front-line teachers have made research and discussion on this,and few professional and systematic research.The author analyzes the design of classroom exercises by teachers in the teaching process,and studies the degree of difficulty of practices and the actual learning situation of students.This paper is divided into four parts,the overall structure is as follows: the introduction is mainly the background of the topic,the purpose,the significance of the research,the method,the overview,and the concept of "classroom practices" to explain,and then combined with the relevant theories to elaborate.The first chapter is the investigation and analysis of the current situation of Chinese classroom practices design in junior middle school under the background of "double minus",through the questionnaire survey of students,combined with the results of teacher interview for a preliminary analysis.The second chapter is the analysis of the problems and causes in the middle school Chinese classroom practice design under the background of "double reduction".It conducts an in-depth study from the four aspects of the concept,attitude,form and evaluation of the middle school Chinese classroom practices design,and analyzes the reasons.The third chapter is about the related issues raised in the second chapter,and again puts forward suggestions from the four aspects of disordered concept,random attitude,single form and delayed evaluation in the Chinese classroom practices design of junior high school.First,it is necessary to innovate the classroom design and pay attention to the core quality;second,it is necessary to correct the classroom attitude and hierarchical design teaching;third,it is necessary to design the classroom reasonably and update the teaching design form.Finally,teaching evaluation should be diversified and timely evaluation should be skillfully used in the classroom.The fourth chapter is the combination of classroom practices specific case design explanation and use effect analysis.After the "double reduction" policy was put forward,it is necessary to further optimize the teaching design,improve the teaching efficiency of junior high school Chinese,and carefully design high-quality and low-volume practices to achieve the effect of classroom teaching reform and truly reduce the burden of students’ homework.Therefore,in combination with the current "double reduction" policy,"five management" policy,and the teaching method of "combination of teaching and practice" and "one lesson and one gain",the author studies the design of junior high school Chinese classroom practices,analyzes the causes of the problems and puts forward corresponding countermeasures,and further optimizes the design of practices,hoping to bring some enlightenment to junior high school Chinese teaching.