Middle And High School Language Teaching Convergence Problems And Countermeasures

Chinese is a world of large and coloring. It has non-fungible function foracquiring the tool of communication by language,accepting noble humanistic spiritsand perfecting one's positive and upward personality. In order to bring individual'sdevelopment in full play and strengthen the integral training function of Chineseteaching, which needs to be reasonably connected with its every stage and alsoconforms to the characters of every stage of individual's development. Tough we havemade some positive explorations and attempts in our Chinese teaching and practicebefore, yet there is lack of deepening comprehension about each stage's connectionunder macroscopic background. What we have is only some research aboutChinese-teaching stage's connection on some limited aspects. However, this is onlylimited in the connection of knowledge and teaching methods. There is little fullattention to the connection of junior and senior middle stages, and little research onconnection of learning methods and teaching materials. Mainly based on the formerresearchers' study, this thesis strengthens the aspects which were neglected by theformers. From the aspect of teaching materials, teachers and students, I have madesome research on the connections of junior and senior middle stages. The thesis isdivided into three parts:Part one: puts forward the evidence why the junior and senior middle stageshould connect closely. Based on telling the meaning of connection, the thesisanalyzes details of the views of "system-theory "and "the stage of learningdevelopment theory", And also analyzes the mental character of middle schoolstudents in learning Chinese. According to the requirement of the new courses reform,this part mainly tells out the necessity of connection theory in middle school Chineseteaching.Part two: discusses the crack problems that exist in stage connection in Chineseteaching and the reason why this crack appears. And this part also discusses theproblems exist in the following aspects: Chinese teaching aims, teaching materials,teaching methods and learning methods using comparing study and investigatingstudy methods. And it also analyzes the reason why these cracks happen from the twoaspects of the students' physiology & psychology and society & people.Part three: mainly conceives the countermeasures of reasonably connection ofevery stage about Chinese teaching. This part which is the keynote of this thesis ismade up of four sub-parts. The first one throws light upon the connection betweenmiddle schools' Chinese teaching aims based on training Chinese accomplishment.The second one puts forward the countermeasures of connection about content andform of Chinese teaching-learning material on basis of idea and principle connectedwith requirement of new teaching reform in editing content and form of Chineseteaching and learning material. The third one puts forward the answers to thequestions about how to choose a teaching method, how to inspire the students' interestin Chinese learning and how to achieve the connection between knowledge that thestudents must absorb .On basis of a teacher's view, this aspect puts forward aconnection of Chinese teaching method. The last one discusses the importance ofkeeping a good learning habit and scientific learning method, putting forward how tokeep a connection between junior and senior middle stages in teaching Chinese. Thesetwo aspects are mainly based on the principles of strengthening teacher's directionand raising the students' self-learning ability.The last part is conclusion. The study of stage connection about Chinese teachingis a magnificent project. There are still many problems needing to be studied. Thispart makes some supplemental explanations that this thesis doesn't get involved.