A Study On The Teaching Of Chinese Words In The Junior Middle School

The language discipline is the basic element of language, this is a subject of the basic nature of language, is also its basic characteristics different from other subjects. Because of this,"new standard"(2011):"Chinese course should guide students to enrich language accumulation, cultivate language sense, the development of thinking and learning method to learn language, develop good study habits, have to adapt to the real life need to read and write ability, reading ability, writing ability, oral communication ability, the correct use of language of the motherland". But in today’s junior middle school language classroom, most words learning and accumulation links have been severely weakened, even if the language classroom revealed a variety of colorful, but contrary to the essential attribute of the subject. This topic is aimed at this kind of phenomenon.The author combines the teaching thinking and practice of more than a decade, based on the textbook and class, through the examination of peace stage test (mainly) the final examination papers of words carefully analysis, established the content and the difficult point of word class teaching, and try in the teaching practice and draw lessons from a variety of methods for teaching, explore some methods and the relevant words teaching pattern. In this paper, the author focuses on classroom teaching, mainly study the four sorts of questions:Compulsory education phase of the main content of the Chinese words for junior high school teaching, including teaching material of words, in the life of common language spoken word, the current network, etc.;Second, the compulsory education stage of Chinese words for junior high school teaching methods, including word class teaching method and the basic ways of extra-curricular activities to accumulate;Three common words wrong, students use the cause analysis and countermeasures, mainly discusse the meaning, style and other factors to influence;Four, the analysis of non-intelligence factors affecting words learning and improvement strategy, describes mainly from two aspects:teachers’professional level and personal personality influence on student’s learning words; the student individual study habits and way of thinking about their learning words.Research to these questions based on my own teaching practice, also reference other predecessors research results in this respect and learning some good method and experience from my colleagues. Through a study on the issue, the writer puts forward some tentative Suggestions about the learning content and strategy, so as to the future of language teaching and research provides a new way of thinking, improve their scientific research ability, can bring some thinking and inspiration to colleagues at the same time.