NECC And High School Chinese Teaching

In China, NECC is a powerful baton and the wind wane of exam-oriented education. However, how about the rationality of NECC? My students in class 6 of grade 3 have taken part in 6 exams between January and June in 2005, and among their peers in the 11 classes, their ranks are as followings: 9, 5, 1, 4, 7, 1.The grades are changeable but just one grade can decide our life in NECC.According to the report by Qiu Ziran in , Ma Enlai-a Chinese teacher in Meilin school in Shenzhen spotted a 21-scored Chinese examination question in NECC, which is the highest-scored one in this paperexcept the writing. I have the same experience as well in NECC of 2006. I have assigned the same question to my students, as the 18th (scored 6) one in the second paper of the Chinese in NECC. In NECC, the average score of my students is higher than their peers in the same school by 9.we spend more than one year on reviewing NCEE but this kind of review just means guess the questions, and doing lots of practice. How can we talk about the cultivation of Chinese accomplishment. So we know that NECC system we have used is unreasonable.Under the influence of current NECC system, Chinese teaching faces such problems as fragment and simplicity in teaching content, ignorance of competence in teaching method, the inappropriate role of teachers and the simple evaluation in teaching and learning. As far as I am concerned, in order to solve such problems, Chinese learning should concentrate on 'case study' in senior high school. The teacher should play the role of assistant-to adopt interact ional approach. A new teaching evaluation system should be established to urge the Chinese teaching into spiritual condition from the examining condition and reorganize NCEE test question and Chinese education reform. In this way, the NECC will be more conductive to nurture all-round talents.