Misunderstanding And Rethinking On Research-based Learning Of Middle School Chinese

With the trend of new curriculum reform, research-based learning was highlighted theoretically and remarkable achievement has been obtained in teaching practice. Therefore, research-based learning is theoretically and practically important and has obtained some achievements. Teachers instruct students to develop their reasonable thinking ability and capabilities of solving practical problems. We have made some progress in curriculum design and textbook design while there still some misunderstandings theoretically and practically. This paper explores to give theoretical guidance for existed misunderstandings and to put forward some practical strategies.To furnish solving strategies in an operating level, this paper will analyze theoretical and practical misunderstandings of research-based learning from which students can develop their interests and personality and accordingly make research-based learning more favorable and effective. This paper can be divided into following four parts: chapter one is the introduction. It deals with the topic selection, objective, research methods and significance. Chapter two is general introduction about research-based learning. It will define research-based learning and Chinese research-based learning as well as literature review abroad and domestically. Chapter three and four are the main body of the paper. Chapter three is about the misunderstanding of middle school research-based learning. The paper will analyze it from theoretical and practical aspects respectively. Chapter four is rethinking about misunderstanding of middle school research-based learning. And it will discuss and try to furnish strategies from theoretical and practical misunderstandings. Based on previous studies, this paper summarizes and rethinks the middle school Chinese research-based learning. It also intends to shed light on how to apply Chinese research-based learning more effectively and help some middle school Chinese teachers avoid some misunderstandings about middle school Chinese research-based learning. Meanwhile, this paper also furnishes some practical and effective strategies concerning with those misunderstandings which is in hope of improving Chinese competence of middle school students.