Research On Controlling Teaching Rhythm In A Chinese Lesson In Middle School

A new round curriculum reform is undergoing heatedly at present. As a middle school Chinese teacher working at the front line, I try my best to put new education theory into practice, and improve my teaching as well, however, sometimes I'm not satisfied with the teaching effects because sometimes students are interested in lesson, sometimes students are not, which leads to the fact that teaching aims can't be fulfilled . Actually, how can I improve teaching effects in a Chinese lesson? How to make students pay their attention in a Chinese lesson consciously? And how can I make the Chinese lesson in harmony and order? I believe, despite of theory, slogan and hope, classroom teaching practice must be under research effectively.How can a teacher organize teaching in forty minutes in order to deliver information accurately and quickly and to practice students' listening, speaking, reading and writing effectively as well? After a period of teaching practice and reflection, teacher should consider the element which will effect teaching effects is the teaching rhythm in the whole lesson. In fact, teaching rhythm is the basic element in teaching, and the basic element for effective teaching as well. Therefore, it's very meaningful to further research the teaching rhythm in a Chinese lesson.I've done the primary research on controlling the rhythm of Chinese lesson in middle school with the method of using theory and practice. Firstly, I've done the survey about current situation in Chinese lesson with questionnaire, huge amounts of teaching observation. Then, analyze the results specifically and conclude the problems which are the basic proofs for further research. Meanwhile, I've done some research on the theory to control a Chinese lesson, especially the theory about students' learning psychology, the theory of controlling teaching rhythm and new theory about curriculum reform. Secondly, the three main elements which will effect the rhythm of Chinese lesson have been studied further in order to provide the theory for the following research. In the fifth part, the research on action is presented from the aspects of students, text itself and teachers on the basic of theory and facts combined with huge amounts of analysis of teaching cases. In the last part, I've dealt with two cases which combined with the research on action presented before to put research into practice. As a middle school Chinese teacher working in the front line, I hope after the research, I can provide some inspiration to the large number of Chinese teachers to control the rhythm of the lesson.