The Research On Effective Chinese Classroom Teaching

Every curriculum reform in the past concerns the effectiveness of Chinese classroom teaching, but has so far failed to solve this problem. In the end, what are the reasons for the constraints of Chinese teaching?The research on the effectiveness of Chinese teaching has been carried out since then.The study of effectiveness of classroom teaching is one aspect of effective teaching and research. At present, most studies are theoretical research on the curriculum and teaching. However, there isn't enough research on Chinese curriculum for the theory itself, especially the practice of research. Most studies are fragmented curriculum theory and teaching theory, from the macro-perspective or strategy guide aspect. This can update the concept of teachers, but Chinese is the language for teaching the humanities ontology. Chinese teaching has distinct characteristics. So only when it is combined with the concept of universal characteristics of language subjects can it be possible to have an effect on the classroom teaching. Ontology on the effectiveness of classroom teaching in Chinese studies is very scarce.In this dissertation, by researching on the characteristics of the language from the start, through the analysis of their characteristics I determine the Chinese curriculum courses from other property characteristics. By studying the idea of some famous teachers, and looking for ideas and methods that can improve the effectiveness of classroom teaching, I try to combine their own teaching practice to achieve a breakthrough. I study psychological knowledge of efficient study, and use it in my classroom teaching for improving teaching effectiveness, so that I can guide students to improve learning efficiency. I hope that I can look for a new field in the effectiveness of teaching research through our efforts.This dissertation is divided into four parts. The first part briefly introduces the effective teaching in Chinese classroom. In this part, effective teaching will be defined as "to enable students to acquire knowledge, learning methods, and thus the formation and development of capacity and in the developing personality construct perfect teaching." The effective teaching in Chinese classroom means "in the classroom time and space limit the scope so that students learned language specification, the formation of personality; Know of teaching and expression." After defining the key concepts of this study, it points out the meaning in practice of levels -- improve classroom teaching in the whole status of Chinese education, integration of curriculum and teaching theory, based on looking for suitable teaching ontology classroom teaching methods.In second part, I introduce the characteristics of effective teaching in Chinese classroom. This part mainly states the features of classroom effective teaching, including the dialogue, experience, perception, logic, simplicity and other characteristics. The classroom instruction is spoken language activity between teachers' and students'. These characteristics are precisely study Chinese the essential method in classroom manifestation.The third part mainly introduces the ways of the implementation of effective Chinese teaching in classroom. This part is the research on a practical level. The main ways are to make the students contact the texts, to exert teachers'effect , to explore teaching materials'teaching resources, to choose teaching methods, etc. Especially in the choice of teaching methods, in addition to the successful teaching methods, here the author provides the teaching reference for the main stage for Chinese high school classroom teaching shortage.The fourth part introduces the problems which we should pay attention to when we carry out effective teaching in classroom, including dialog formalization, active formalization, teacher classroom control ability disappointment, teacher role flaw and so on. What is mainly discussed here is formalism and teacher own quality of the classroom instruction effect influence.Finally the author talks about the understanding of the relationship among the classroom teaching, educating and taking exams.