The Exploration Of Chinese Reflective Teaching In Middle School

How to improve the teaching quality of Chinese in middle school has already become an important topic of the Chinese course reform. Chinese reflective teaching, as an attempt at improving the quality of teaching, is of great significance in the course reform. Chinese reflective teaching links up the education theory and experience based on realizing with teaching practice, which regards exploring and breaking through the course reform and Chinese teaching and inherent problem of student's development of basic education as the starting point.It aims to pursue the teaching optimization course, combining learning to teach with learning to learn in order to promote Chinese teachers from empirical to the scholar type. The thesis begins with the core theory that Chinese reflective teaching acts as the teacher's development. The thesis explains the meaning of the theory of Chinese reflective teaching systematically, as well as the methods, procedures and its meaning. The author believes reflective teachers should melt, review, reconstruct and prove one's own teaching faith and teaching skills in order to improve the teaching effect and promote the development of teaching.The research purpose of this subject lies in: Attempting to solve the practical problems that appear in the Chinese teaching of middle school, dissect the weak point as well as the aspects needed reflection andimprovement; Studying and proposing the intension of Chinese reflective teaching; Exploring the reflective teaching strategy, design, implement and appraise by combining Chinese course reform requires with the characteristic of Chinese discipline teaching together with my teaching experience so as to attempt to offer a blueprint for the operation of Chinese reflective teaching and for the improvement of Chinese teaching quality. The author also thinks over the Chinese reflective teaching.