A Report On The Action Of Chinese Language Practice In Junior Middle School

According to The Obligatory Educational Standard of Chinese Language Courses (2011Edition),"Chinese Language is a pragmatic course. Hence, it should emphasize on nurturing students’ practical use of the language in real life. And the best way of doing so is to put the language into practical use." The New Course’s Standard advocates Chinese Language practical activities in order to facilitate the nexus between Chinese Language courses and real life, and altogether ameliorating students’ abilities of listening, speaking, reading, and writing in a harmonious manner. Chinese Language practical activities are well-administered exercises in which students autonomously participate under the supervision of a teacher. They are based on students’ intrinsic propensity of Chinese Language and the pattern of learning, bolstering students’ pragmatic linguistic ability and creativity, establishing the integrated development for students that lasts for eon. Furthermore, they are based on the class per se, supplementing with interactional activities, and they have to follow a particular rule. In this research, I mainly used dossier analytical method, researching method, observation, and practical activities of Chinese Language to explore the methods of operating such activities and exhume quotidian elements, while utilizing the current course materials and complying with the school’s conditions to render a periodical research on the Chinese Language practical activities.The four parts of this dissertation elucidate my research process on the middle school Chinese Language practical activities.The exordium first defines the concepts of middle school Chinese Language activities and the research on actions for Chinese Language, enunciating this dissertation’s research background, and the theoretical basis of the research on actions for Chinese Language. It also exposits the value of this research based on current academic pedagogy on Chinese Language.Chapter first introduces the rules of active participation, patent manner, interest, and practicability; then it enunciates the utilization of current resources of middle school Chinese Language, and at last, it demonstrates and explores my own practical activities during the Chinese Language class that I teach.The second chapter expounds the three layers of daily Chinese Language activities, periodical Chinese Language practical activities, and Chinese Language activities during vacations which expatiate my own middle school Chinese Language activities and the researching strategies. Chapter indicates the evaluation of Chinese Language activities not only needs to be based on multifarious angles, but also needs to include indicative, interactional, and courageous elements. This chapter also introduces the students’ appraisal of these activities.Chapter three concludes and ruminates on the middle school Chinese Language practical activities and research. Furthermore, the research on actions indeed proffers new streams of ideas for the future Chinese Language practical activities.