The Design And Research Of Chinese Deliberative Teaching In Middle School

In the reform trend of the present elementary education, inquiry learning has become the main way to reform the education of the primary school and the middle school and explore the quality-oriented education. But it is not half enough to relay on the activities on a special subject two or three periods a week to thoroughly overcome the present situation of mechanical study and passive study. As a study method penetrating into teaching of different subjects, inquiry learning is the common channel to carry out the research study. Under the guide of constructionism study theory and on the base of proper theory arrangement to the inquiry learning system, the thesis, combining the successful case explored in the practice of teaching, makes a deep thought and research to the problems, such as the characters of the deliberative teaching, basic process, and the evaluation to the students. In addition, the thesis tries hard to make some innovative research and practice in the inquiry learning and Chinese teaching, especially in the classroom teaching to realize the innovation of Chinese classroom teaching.Deliberative teaching in Chinese, one of research subjects, is the infiltration and reflection of the concepts of inquiry learning in this subject, that is to say, teachers create an environment or a way just like scientific research: the focus is the question; the main teaching style is group study. Students gain the basic Chinese attainments by means of researching individually and discussing together. Essentially, deliberative teaching is the practice of Constructionism study theory in Chinese classroom teaching. Also, it is the reflection of the concepts of inquiry learning in Chinese classroom teaching.The thesis includes four parts:Part I the essence and characters of Chinese deliberative teaching.Deliberative teaching makes substantial breakthrough to avoid the disadvantages of the traditional classroom teaching on the base of absorbing advanced teaching concepts. Because the content of deliberative teaching in Chinese is presented and organized by the key problems, which need solving, it has the characteristic of problems. Practice is that under the guide of teachers, students meet the learning material in person and cultivate their own understanding to the material based on their different psychological factors and experience of life. Deliberative teaching generally take group study in different forms to develop teaching in order that students can research and discuss the "questions" easily.Cooperation is a mutual and democratic relation established by the teachers and students, students and students in the course of solving the common questions in order to realize the common teaching aims. In the course of Chinese deliberative teaching activities,On one hand, different students, according to their own creativity and understanding, entrust completely new meaning to the learning material, develop and generate the meaning of the material continuously. On the other hand, deliberative teaching takes the form of group study to promote the mutual dialogues among not only teachers and students, also students and students, by which students absorb others' information, meanwhile their accomplished knowledge is aroused by others. As a result, it is possible for the students to create new ideas and bring about new meanings to make the whole course of teaching full of creativity. So creativity is also a very important character of deliberative teaching.Part II the basic process of deliberative teaching .The basic process of the deliberative teaching in Chinese mainly includes the following four stages: the stage of presenting questions; the stage of students exploring individually; the stage of students discussing and researching in groups or among the class; the stage of achievement shows. The first stage is that the content of teaching is presented in the form of questions, which are regarded as the center of the next teaching. This is the first key stage of deliberative teaching. Next, the individual...