Talking Classes Theory And Practice Research In Middle School

Talking classes comes from the basic educational practice of China. Now, it has developed into an important branch of teaching theory. Using some research methods, such as education investigation method, document summary method, experience summary method and so on. I do research on talking classes from three aspects in this thesis. In the first aspect, I mainly introduce the basic content from the beginning and development to connotation, classification , significance and value of China's talking classes theory. For the second aspect, I do practical research on usage of talking classes by the method of educational investigation and individual interview, which focus on three groups ( some middle schools in Wuhan and Huangshi, some education masters who graduate from Centre China Normal University in 2003 and Huangshi No. 22 Middle School where I worked before ) , and put emphasis on the individual interview to post graduates of Centre China Normal University and graduates of Hubei normal University. Then, fulfil the work of collecting the research material and data needed in the thesis. And by using many forms, such as tables, column charts and so on, I analyse intergratedly , compare, classify the data and material in order to find, analyse questions, from which I can get the conclusion of the investigation research. The third asp(?) connects with my study and practice on talking classes in recent years. I expand a " SDWS pattern of talking classes," which may fit the practice of the middle school. I hope the middle school teachers who want to improve the ability of talking classes can use it for reference; I also hope it can accelerate middle school teachers to improve their scientific research levels in new course reform situation . Besides, I hope it can provide some new trains of thought to the teachers on practical operation, so that they can change from " teaching layers " to teachers, who belong to scientific research type.