The Study Of The Present Situation Of Chinese Teaching In Junior Middle School Under The Background Of New Curriculum Reform

Our country's eighth time basic education curriculum reformation was the largest and the most extensive in recent years, for to improve the quality of students, innovative spirit of students, sense of cooperation, communicative competence, and use of modern science , technology and methods to collect and process information. Under the background of new course, targeted at two schools, investigating the situation of the Chinese teachings,reflecting the situation of the Chinese curriculum reform.The thesis included three parts. The first part is review, in which the background and present situation of the study and the object, approach and significance of study were stated. With a lot of surveys, interviews, case investigation and observation in classroom, we investigated the two schools situation of Chinese teaching, reflected the current state of the Chinese curriculum reformation, in favor of the teaching of teachers and the study of students , and supplied the case investigation with basic education curriculum to other middle schools in Baishan , helping the Chinese curriculum reform of Baishan city.Part two is the investigation and analyze of present situation of the Chinese teaching in middle junior school ,it was also the important part. The survey showed the current state of the teaching, the studying and the teacher-student interaction, includes the delightful change , some existed problems and analysis.With the case investigation, we analyze the delighted change of reading teaching, composition teaching, spoken language communication teaching and Chinese comprehensive activity teaching, such as teacher focused on cultivating student's creative thinking, the ability of independent study, giving students a relaxed environment .But it also has the problem of the new conception understand ,and use the old teaching methods teach the new material.The new Curriculum initiates the learning style of independent, cooperation and inquisition. It changed the unitary and passive learning styles and enhanced the autonomy and enthusiasm of the study. But we also saw some problem because of the lack of the right guide and reasonable control of teacher. In Program of Curriculum Reformation for Basic Education , both teachers andstudents in the teaching process is a positive interaction and common development process. The survey showed classroom teaching is from teacher transmit knowledge to student, shift to teacher and student discussion and study together. Teacher-student relationship is more harmonious and democratic. But under the press of examination and promotion exams, most of teachers use more class time to teach knowledge and deliver examination skills.Part 3 is the strategy of improving the middle school's Chinese teaching. In view of the above problems, I propose a four-point strategy to improve. First, accurately define the role of language teachers, to speed up the role of the conversion. Chinese teacher should from the teacher just only has knowledge of Chinese to all teacher, from teacher just teach materials to scholar-teachers, from the teacher just teach knowledge to inspiring teacher, from the teacher to sing the "one-man show" teacher change to the co-operation. Second, to carry out the work of school-based training of language teachers. Through the different topics school-based training, just like the concept of the new curriculum training, teaching method training, thinking strategy training and research training and so on, enhance the degree of specialization of teachers, to assist teachers in-depth understanding of the concept of the new curriculum, and to improve the quality of classroom teaching. Third, to improve the teaching evaluation model. Change the traditional evaluation from teacher to student to mutual evaluation of teacher and student, mutual evaluation of teacher and teacher, mutual evaluation of student and teacher. Regarding detect the written expression, at the same time, strengthen the capacity of student evaluation of oral expression. Fourth, rational development and utilization of resources for Chinese courses. Material is no longer the only resource, we should develop the curriculum resources from campus, family, nature and society, broaden students knowledge vision and enhance the quality of their Chinese. The four strategies help to improve the status of Chinese teaching of the two schools, fundamentally change in teaching methods for Chinese teachers and students learning styles, improve the quality of Chinese teaching.