Language Classroom Research

Since the subject Chinese was set up, it has been the point at issue how the teacher can know and improve the "learning" of the students. Judging from the relevant literature and the current situation of Chinese classroom instruction, this problem has not yet been resolved satisfactorily. By adopting such research methods as questionnaire survey, the analysis of class examples and action research, the three stages in classroom instruction—the analysis of the learning start, the attention to the learning state, and the evaluation of the learning result—have been respectively explored and researched from the three aspects, that is, the classroom instructional design, the classroom instructional implementation, the classroom instructional evaluation. This research analyzes the situations of "learning" in these stages, reveals the existing problems and put forward the proposals for improvement.This dissertation applies statistical analysis and the questionnaire survey to researching the situation of analysis of the learning start. The author collects 605 instructional designs about teaching Chinese in middle schools issued in the past ten years or so and encodes 115 designs which have done the learning situation analysis that is summarized as learning needs analysis, learning preparations analysis, the means of the learning situation analysis and the application of the result of the learning situation analysis. Research reveals that an increasing number of teachers have done and attached greater importance to the learning situation analysis while preparing lessons in the past ten years. However, there exist the following problems: the low proportion of such teachers, the simple means of analysis, the crude and superficial analysis of the learning situation, and the lack of the awareness of doing the analysis based the whole process of teaching Chinese. Most of the teachers treat the learning situation analysis as a isolated stage of preparing lessons, which makes it disconnected from the whole instructional design and unable to be integrated into the whole teaching process. That may be one of the major reasons why Chinese classroom teaching is divorced from the learning situation.In order to research on the situation about the attention to learning, this dissertation analyzes 15 class examples and summarizes the good experience and the existing problems. The findings reveal that in this phase the teacher often misjudges the learning situation, and that there is a lack of interaction and connection between this phase and the previous one. Only when the thorough analysis and attention is integrated with current teaching content, can the teacher really understand the students' difficulties and interests. Only when teaching is carrying on based on the teacher's understanding of the students' difficulties and interests, can teaching have better focuses, thus better improving the students' learning.The research about the situation of "Assessment of learning outcomes" is carried out by analyzing the "learning set" of students - the design and correction of homework, which reveals the phenomenon of "no end" in the classroom teaching of Chinese. The study discovers that Chinese homework is experiencing the functional loss, and necessary connections between homework and teaching process are also losing, the interaction between "Assessment of learning outcomes" and "Analysis of learning start ","Concerning of learning state" is not enough, and teachers are lack of consciousness of what on earth the students have learned in the classroom teaching, which seriously restricts the improvement of Chinese teaching quality.It points out the direction of improvement: strengthen effective design of Chinese homework and take the "correction of homework" as the way of communication between teachers and students. The key point is that the design, assigning, and correction of Chinese homework should be fixed as the nuclear of the referring standard. By substantially connecting homework and teaching, teachers will be able to assess stages of learning outcomes and learning progress, and then make feedbacks.After separately studying three stages above, I attempt to connect "analysis of learning start","concerning of learning state" and "assessment of learning outcomes" by action research. Constructing cycling circle of classroom teaching of Chinese founded on "learning", I spent one year on the separate participatory action research in two secondary schools and deeply studied 7 lesson samples. According to live classroom teaching process, the study of each lesson sample forms a cycling circle. Through cooperative discussion and classroom observation the related situation of "analysis of learning start","concerning of learning state","assessment of learning outcomes" is being explored.On the basis of the three stages in the research, I analyzed the restraining factors of classroom teaching of Chinese founded on "learning". I revealed the deep reasons why the classroom teaching of Chinese founded on "learning" were restricted from the aspects of classroom, teaching material and curriculum respectively. It's very difficult for teacher to contribute to "analysis of learning start", "concerning of the learning state" and "assessment on the learning outcomes", because it is restricted by the teaching materials and the teaching system.The main conclusion of this research is that there is a big problem with teachers' sensing and improvement of students' "learning" aspects in classroom teaching of Chinese. We have to do some further research to spur teachers' observation of "learning" and enhancement of analyzing ability. However, it is a good method for improvement that encourags more and more teachers to participate in cooperative study of lesson samples focused on "learning".