A Study On Improving Group Discussions Of Chinese Class In Junior Middle School Based On Social And Emotional Learning

Classroom discussion,which has the function of cooperative learning and social interaction,is an important way for students to use language and exchange ideas in Chinese class,so as to improve the quality of thinking,cultivate aesthetic interest and accumulate cultural deposits.However,in the current Chinese teaching of junior middle school,there are some problems in classroom discussion,such as vague organization form,poor discussion effect,and insufficient cognition and experience of teachers and students.It is of practical significance to study the improvement strategies of middle school Chinese classroom discussion for the implementation of Chinese core accomplishment.The content of Chinese curriculum is closely related to the emotional experience and social life experience of junior middle school students.Through literature review and research,this paper finds that social emotional learning and classroom discussion,a form of learning,are intrinsically similar in social interaction attributes,and have educational goals consistent with Chinese curriculum in humanistic characteristics,language use needs,and cultural identity orientation.Therefore,social-emotional learning can be used as a theoretical tool for improving Chinese classroom discussion strategies in junior middle school.Based on the integrated concept of "thinking,emotion and behavior" of Social Emotional Learning,it is found through classroom observation that students in Chinese classroom discussion show problems such as loose organization,less active participation,less cooperation and mutual assistance,and superficial thinking.Based on the questions,this study conducted multiple rounds of interviews with two classroom behavior subjects,teachers and students respectively,focusing on the implementation of Chinese classroom discussion,teachers and students’ emotional attitude and method experience of Chinese classroom discussion,and teachers and students’ self-evaluation of Chinese classroom discussion activities.The interviews show that teachers’ narrow cognitive understanding of Chinese classroom discussion,lack of coping strategies,reflection and improvement lag and lack of external environment support are the main reasons for the current difficulties in discussion teaching.Based on the analysis of the causes of the dilemma,this paper puts forward the improvement strategies from five aspects of the content,mode,tools,resources and evaluation of Chinese classroom discussion,including: exploring the valuable discussion content,promoting the in-depth thinking of students in Chinese;Clear rules and norms,through the prompt,demonstration to standardize the students in the discussion of the responsibility and behavior;Develop language assistance resources and thinking tools,set up open situations and progressive in-depth discussion questions;Improve the evaluation mechanism,enhance positive feedback,and stimulate students’ interest in Chinese activities and sense of self-efficacy.In order to verify the effectiveness of the above strategies,this study carried out the teaching case practice of "Back View".Through the analysis of teachers’ teaching reflection and students’ learning feedback,it is found that students’ social emotional ability is positively correlated with students’ behavioral performance level in Chinese classroom discussion.Among them,creativity,self-control and joy,which play an important role in Chinese classroom discussion,are at a lower level in students’ performance.To sum up,the conclusions of this study are as follows: highlighting the humanistic and open content of Chinese discussion,integrating multiple Chinese learning resources,providing students with suitable text interpretation scaffolding,and stimulating students’ creativity;Guide students to improve the language norms and organization mechanism of discussion,improve students’ self-control;Improving the Chinese evaluation mechanism based on cooperative learning and enhancing students’ playfulness have significant significance for improving the quality of Chinese classroom discussion and promoting the cultivation of core Chinese quality in junior middle school.