Implementation Research On High School Language Classroom Teaching Countermeasures Study

For a long time, concerning teaching Chinese in high school, due to the influence of the traditional classroom-teaching system and synchronous teaching style, our teachers have showed, to a greater or lesser degree, a comparatively rigid pattern in the aspects of preparing for class, designing teaching contents, carrying out teaching, assigning homework, coaching students and the final assessment of students and rarely pay attention to the students' individual differences. Especially, ever since college entrance examinations was resumed, phenomenon like "cramming method of teaching", "teacher-centered classroom", "exam-oriented teaching" etc. have been quite common. These teaching styles which are characterized by having the same pace of teaching, using uniform textbooks, old-fashioned teaching routines to teach all the students and one yardstick to test and measure every student ignore students' individual differences. Hence, they not only are unable to improve teaching quality, but also undermine students' imagination and creativity. Regarding the situation stated above, asynchronous teaching method of teaching Chinese in high school involved in this study is put forward. It is different from the synchronous teaching and is divided into six different stages:students' learning by themselves, teachers' offer of instruction, timely review, doing homework to consolidate, correcting mistakes and assessment, and systematic summary. In this teaching method, the teaching contents and methods are designed based on a full understanding of students, which to a certain extent will change the teaching pattern and improve the teaching quality.As is well-known to us, high school students differ in physical development and psychological features and there is also obvious difference in their interest in Chinese and their ability of acquiring the Chinese knowledge. Besides, their family background, ways of thinking and living environment are different; even their ways of expressing and doing activities differ a lot. The basic purpose of education is to bring out each individual's potential to the most and to develop, to the greatest degree, the person's internal creativity and hidden abilities. At present, China's education, especially elementary education, mainly focuses on personalization of education, of which the aim is to make every student become talents with individuality and creativity. Therefore, in our teaching, we must first realize students' individuality and determine the most appropriate teaching contents and choose the best teaching methods on the basis of students' need.As time goes on, theories are constantly updated. No matter what kind of educational thought or teaching method, it will only maintain strong vitality by keeping up with the Times. Asynchronous teaching method of teaching Chinese in high school is also being perfected by constant reflection and exploration. However, it is undeniable that in the actual test and promotion of the teaching method, it has showed some disadvantages. As far as this is concerned, this research, to a certain degree, points out the problems occurring in the process of implementing the method and further puts forward the corresponding solutions by investigating and analyzing of the current situation of the method's implementation in representative schools and by the author's own theoretical knowledge and teaching practice.This research is divided into four parts. Firstly, it puts forward the reasons of conducting the research from the realistic perspective, illustrates the related theories and researches at home and abroad and the asynchronous teaching method's proposition and development in our country, and then comes up with the feasibility and function of conducting related research in the process of the implementation of asynchronous teaching method of teaching Chinese in high school. Secondly, it points out the connotation and significance of asynchronous teaching method of teaching Chinese in high school based on related theories and researches; Thirdly, it investigates and analyzes the current situation of the method's implementation in representative schools and sums up the existing problems; Finally, it presents the corresponding measures for improvement in reflecting the method's implementation in teaching Chinese in high school.