Secondary Language Reflective Learning To Explore

The new round of elementary reform emphasizes"knowledge and competence, process and methods, affection and value"as the teaching aims, and advocates"self-access, cooperative and inquiry"as the learning mode. However, there are many formalistic defects in classroom teaching, which changes Chinese learning into a learning of techniques and acceleration of knowledge. This situation is related to the up and down instruction of new curriculum reform, which leads the teachers and students to learn passively and no reflective learning in their teaching process. With the development of the research of teachers'action, the teachers'concept of educational theory changes a lot, which appears delightful research atmosphere. Actually, we find the practice of reflective teaching only attaches importance to teachers'action, but neglects students as the subject of refectiveness, and no operative strategies in teaching process. This is the main research task of the new elementary reform.This research bases on the fact of Chinese teaching in middle school, and uses the cognitive theory aesthetics, literature research, and survey to construct the concept of reflective teaching in middle school. This research also analyzes the characteristics of Chinese reflective teaching in middle school: multidirectional, verbal, affective and situational; and explores the reading strategies of reflective teaching----strangeness to context, critics to unscramble and confidant to context, and the writing strategies----subject corresponds to life, combination of extroversion and criticism, and give attention to practicality and creation, and exchanging of teachers and students; simultaneously, gives the proposal of teachers'accomplishment of the Chinese reflective teaching.