The Research On Modular Teaching Of Secondary Chinese

The main features of the new curriculum standards of Secondary Chinese: highlighting the diversity and the selectivity of courses , seeking students'development,promoting the practice in hands, self-exploration, cooperation and exchanges, and other new learning methods; requiring more teachers from the role of a single knowledge to the designers,guidance,collaborator of teaching. Therefore, exploration, researching and constructing suitable new teaching mode under the concept of education in the current curriculum reform is augment issue in need of being resolved, is also our duty-bound mission. A major feature of the secondary Chinese curriculum reform is to introduce the "modular theory" into the education and teaching fields. That is, to put similar function in the knowledge or the ability of the portfolio of a subject or any subject into a knowledge module or modules ability, the whole function is greater than the sum of parts. Each module is independent and also reflects the logic connection of the content of subjects .Each module puts forward different requirements and recommendations to the teachers teaching and students learning, and no fixed teaching mode. The reform indicated that the Chinese teaching mode changes from traditional fixed to flexible free.Based on the above, the paper, through deeply study "junior high school Chinese New Standard", establishing four modules: prose, poetry, fiction and drama, and integrating the knowledge, ability and emotion, set goals and content of teaching of four modules of, carries out the objectives and content of the design study of modules teaching. At the same time,it gets down to the research of the classroom teaching module of the course, and reflects four aspects: its liveliness, special, and the systematic application of modules teaching course. Modular teaching needs to use the ways and means. In light of the new curriculum reform and the requirements of new curriculum standards, the paper will research the modular ways and means of Chinese teaching from the following aspects: the change of the presentation of teaching content, the mode changes of teaching and the way students study, and the change of the teacher-student interaction. Finally, the paper carries out the study on evaluation and feedback of Chinese teaching modules, from a diversity set of evaluation criteria, self-and peer assessment, evaluation and examination of students and other aspects.