Practice And Exploration Of "Less Learning And Learning" In Junior Middle School

For a long time Chinese teaching has always been criticized. Even we have the new curriculum standard reform, quite a lot of teachers are too used to the traditional teaching methods in which they mainly teach contents found on their textbook or reference books cramming classrooms universally exist as a result, both teachers and students are suffering from low efficiency teachers are made tired students find themselves passive to learn their personality are suppressed and contained we invest a lot but harvest little our labor and achievements are just out of proportion. Neither students’ reading quantity nor their reading time was guaranteed and their writing practice didn’t receive deserved attention. A survey shows that many students like Chinese, but they don’t like Chinese classes they like reading but they don’t like Chinese classroom teaching. To change this situation, I decided to be a participant in the “Teaching Less and Learning More” experiment, which our country happens to be carrying out, and do some practical exploration in junior middle school’s Chinese teaching.I think this kind of exploration is of great importance. First, it can free us teachers from their ever heavy task of reading and studying the reference books, and will make them care more about their students it makes teachers understand that their task is not to teach textbooks or reference books rather, teachers should pay more attention to students’ feeling of reading as well as their changes of mind for it is nobody but students who are the real masters and center of classroom learning, while teachers are just their guiders and are serving for their growth. This exploration will also lead teachers to read and study the textbooks more profoundly and to firmly grasp those contents that most suit the nowadays students, and enable them to actively bury themselves into their textbooks, and to read and interpret both textbooks and one’s life in this world. Secondly, it can free students from having to deal with teachers endless questions or exercise, and enable them to really enjoy reading, to have dialogues with the author, with the book itself, and also with one’s own life enable them to realize that to learn Chinese is to learn life itself, and that Chinese is really an important part of our life guide them to love reading, to love Chinese and to love their own life and thus teachers can really turn to care more about students’ growing process.In this exploration practice, we are always adhering to this concept that students must be centered on, that students are the just ones who make learning really happen, that we must guide students to learn how to learn, that all the teaching acts must center on the idea that “students are the just ones who make learning really happen”. Accordingly, teachers’ roles will be changed. Teachers main job will be concentrated on teaching design, creating activity classroom, specifically teaching and directing, paying more attention to students and ensuring that students have enough reading and that they will read aloud in classroom, holding some presentation activities as well as making some other teaching explorations, all of which will help to make it possible for teachers to teach less and students to learn more. Later, it was found that students gradually fell love into the Chinese subject they learned to read more their reading skills are being improved they tend to love exploring more in their Chinese learning. Teachers are no longer that tired and have got more time to read students feel more relaxed and yet find themselves taking more interest in their Chinese learning, and they also find a gradual rise in their literary attainments. With these explorations, we teachers gradually acquired some brand-new understanding: teachers must never stop learning classroom learning activity design is the key to ensuring students’ independent study the principle of “learning must come before teaching and teaching is decided by learning” must be followed and we should employ some ancillary activities to increase students’ learning enthusiasm. Through these explorations, I came to realize that it is teachers who are the key to enhance students’ learning efficiency. To change the present Chinese teaching situation, teachers themselves must first be changed as these changes can directly result in classroom teaching changes..This thesis consists of four parts: the first part has elaborated the significance of practicing “Teaching less and learning more” from the angle of the status quo of the present junior middle school’s Chinese teaching, and make people better understand that it’s both important and necessary to practice this strategy. The second part has expounded the needed concept one must hold to effectively perform the theory of “teaching less and learning more”. The third part, from eight different aspects, combed and make a summary of my own strategy in practicing “teaching less and learning more” based on my own junior middle school Chinese teaching experience. These eight different aspects include: to transform teaching concept, to elaborately design teaching-guided paper, to turn a question classroom into an activity classroom, to teach and direct specifically, to make sure students can get a real large quantity of reading, to ensure students will read aloud in class and to build a stage for students to share and show what they know. The fourth part is a reflection of the “teaching less and learning more” practice, containing both summary of experience and the thinking of problems as well as some workable strategies that are put forward according to my own teaching practice.The viewpoints in this thesis mainly derive from the status quo of the present Chinese teaching, and are based on the new curriculum standards reform. In this thesis, with a combination of theory and cases, I interpreted some explorations of the “teaching less and learning more” practice conducted in junior middle school Chinese teaching and presented some superficial ideas as well as some countermeasures so that I can do something based on the actual facts and give some junior middle school Chinese teachers some inspiration or help in their classroom teaching design or preparation, and especially these ideas and measures will be helpful to teachers’ puzzles and questions about what to do to teach: how to design a classroom teaching to attract students’ active participation in classroom activities how to make students maintain lasting attention while learning and how to arouse their great interest and enthusiasm in addition, teachers are also expected to abandon those antiquated ideas, to give up irrational learning styles, and to put up a platform for students to learn Chinese with a full consideration of students’ individual growing both healthily and confidently.