A Study On The Effectiveness Of Teaching Activities In The Middle School

New opportunities and challenges for the development of Chinese education has been brought forth by of the New Curriculum Reform, while “heterogeneous forms for the same subject” serving as a brand-new teaching activity arises at the right moment under the background of the new curriculum. Essentially, “heterogeneous forms for the same subject” pursues individuality, difference and diversity in classroom teaching, focuses on students’ learning situation, respect students’ personality; meanwhile, the subjectivity and creativity of the teacher can be better highlighted in the teaching process. As the “heterogeneous forms for the same subject” emphasizes that teacher can study in teaching process to find problems in comparison and learns from others so as to effectively enhance the participation of teachers in the new curriculum reform process, promote teachers’ professional development and improve the effectiveness of classroom teaching. In simple terms, the “heterogeneous forms for the same subject” is the same teaching content prepared and taught by one or several teachers at different times. Through the approach of the “heterogeneous forms for the same subject”, the teaching principles, diverse teaching methods and teaching styles of the teachers and the like can be demonstrated. Communication and learning platform can be built up for the teachers through the exchange, comparison and reflection of a few classes so as to achieve the goal of sharing teaching experience, complementing each other’s advantages and making progress jointly. As Chinese belongs to humanities, the “heterogeneous forms for the same subject” has greater developing value when compared with the “heterogeneous forms for the same subject” in other subjects due to the diversity of text interpretation in Chinese teaching.Theoretical basis, implementation significance and implementation principles implementing in the middle school Chinese “heterogeneous forms for the same subject” teaching activity are discussed in the present study. Problems existing in the middle school Chinese “heterogeneous forms for the same subject” teaching activity are analyzed and summed through questionnaires and interview survey. In teachers’ part, existing problems are as follows: the teachers are less enthusiastic in participation; deficiency or misunderstanding exists in the recognition of the “heterogeneous forms for the same subject” activity; the theme of the activity is not reflected in the activity; effective corporation among teachers is unavailable; the process of the activity is incomplete and the like. In schools’ part, problems are as follows: importance school attached to the “heterogeneous forms for the same subject” activity is inadequate, the “heterogeneous forms for the same subject” activity launched is monotonous in form and schools lack activity guidance and the evaluation mechanism of the “heterogeneous forms for the same subject” is defective.These problems affect the effectiveness in the middle school Chinese “heterogeneous forms for the same subject” teaching activity. Based on these problems discovered in the survey, after study and consideration, the author proposes strategies to improve the effectiveness of the “heterogeneous forms for the same subject” teaching activity through two levels: the teachers should change their ideas and actively engage in the activity, correctly handle the relationship of “sameness” and “heterogeneity” in the “heterogeneous forms for the same subject” teaching activity during the process, identify the theme of the activity, launch all links of the activity centering the theme of the activity, foster cooperative consciousness, intensify team cooperation, implement all the links of the active and guarantee the comprehensiveness of the activity. From the perspective of the schools, they should provide policy support and institutional assurance, establish effective platform for the teachers, launch “heterogeneous forms for the same subject” teaching activity in various forms, strengthen actual and effective instruction to the activity, optimize the teacher evaluation mechanism and stimulate teachers’ enthusiasm.