Practical Research On The "joyful Classroom" Teaching Model In Junior Middle School Chinese Teachin

In the new era,Chinese teaching should be a dialogue between teachers,students,texts and textbook writers.The new concept of Chinese elements is consistent with the basic idea of "student-centered" in the new curriculum reform.Chinese learning should be the behavior of students’ subjective initiative.Therefore,in Chinese teaching,teachers should pay attention to students’ unique experience and feelings from the perspective of students.Beijing "Yuedong" teaching pattern in the junior high school Chinese application is a positive attempt,through the field survey method,classroom observation,questionnaire,interview method to explore the "Yuedong Class Model" teaching pattern in C city junior high school Chinese teaching practice in the study of the real state,"Yuedong Class Model teaching mode" as the junior high school Chinese lesson change a phenomenon to study,The paper is mainly divided into four parts:The first part is the theoretical overview of "Yuedong Class Model".This paper mainly discusses the theoretical basis,the core concept and the teaching characteristics of "Yuedong Class Model",discusses the theory of "Yuedong Class Model",and holds that the teaching mode of "Yuedong Class Model" can be summarized into three core concepts: giving play to the guiding role of emotion;Create a real situation to create a Yuedong Class Model;"Yue" and "motion" encourage each other.The second part is the application status and analysis of the teaching mode of "Yuedong Class Model".This paper mainly describes the practice pattern and practice destiny of "Yuedong Class Model",including: typical teaching plan design and analysis,Yuedong record design and analysis,teacher interview,student questionnaire and so on.The research results show that students like and approve this teaching mode;According to the feedback of teachers,this teaching mode is effective in stimulating students’ interest in learning and improving their learning efficiency.At the same time,it is found that there are some problems in the implementation process of the teaching model,such as the Yuedong application becomes a mere formality,the teaching design needs to be optimized,the teachers’ control ability is insufficient,and the evaluation system needs to be improved.The third part is the improvement strategy of "Yuedong Class Model".Based on the teaching practice,corresponding improvement strategies are proposed from the aspects of teacher cognition,Yuedong design,Yuedong control and evaluation system.For example,teachers should constantly update their teaching concepts;Thinking deeply about teaching theory;Deepen teaching research and accumulate teachers’ practical experience;Give full consideration to the age characteristics and thinking level of students;Timely and in-depth reflection,reasonable arrangement of teaching activities;Appropriate preset situation,leading wonderful generation;Strengthen team cooperation to form educational synergy;Pay attention to the differences of students and design different evaluation standards;Correct attribution stimulates students’ learning motivation and so on to make the teaching mode of "Yuedong Class Model" more suitable for the junior high school Chinese.The fourth part is the teaching plan design and analysis of "Yuedong Class Model" mode.Mainly through the "yue" concept design of typical teaching plans and Yuedong activity,learn from the advantages and the problems arising from the teaching mode in the implementation process to improve and perfect,on the basis of design a lesson plan "yue" mode,respectively from the teaching material content analysis,students’ learning,teaching design and analysis of three aspects carries on the analysis and research.This paper aims to find problems and improve the application of "Yuedong Class Model" teaching mode in the junior high school Chinese,so as to make "Yuedong Class Model" and Chinese teaching more appropriate.