The Creation Of "living Language" Teaching Mode, The New Curriculum Ideas

With the overall spread of the second curriculum reform in Shanghai, learning the principles of the new curriculum, studying the new teaching material, starting the research on the teaching practice in the new material have already become the required courses of all the primary and secondary school teachers, who have acquired completer awareness of the purpose and system of writing the material in the field of the Chinese language teaching through a systematic educational training and on the basis of the general command of the curriculum principles of the language subject as well as the whole principles of the second curriculum reform. Now we can clearly realize that the research on"Life-oriented Chinese"is both the new tendency to and one of the new topics of the language teaching research on the second curriculum reform. If the Chinese language subject, a basic one out of many, will really become an important breakthrough in carrying out quality-oriented education, it must be changed, that is,"the Exam-oriented Chinese"or"Classroom-oriented Chinese"must be changed into"Life-oriented Chinese". Thanks to the above, we start this project, which is called"To Establish the Teaching Mode Research with the Principle of the New Curriculum Reform".We hope to find a new way to break the closed mode in classroom teaching, expand the time and space limitation in learning and using the Chinese language by means of studying the new curriculum and the new material that are under way. We also hope the students who can take advantage of the"knowledge"from the classes are able to use it freely and widely in their real life so that they can improve their abilities of listening, speaking, reading and writing. In addition, we are expecting to see the effect that the students show great interest in Chinese study, change the students'passive study into active study and change the narrowly-ranged classroom teaching into life-oriented Chinese teaching.In the course of research, we think"Life-oriented Chinese"teaching should take classroom teaching as an axis, extending to every part of the students'life so that it can properly combine their language study with their school life, family life and social life, combine how to teach them the Chinese language with how to teach them to be a person, combine how to develop the Chinese language ability with how to develop their intelligence character and the non-intelligence character, combine the four abilities of listening, speaking, reading and writing to make sure the students can receive a whole, complete, flexible, network-typed and powerful development and training.According to the new curriculum principles, during the practice in classroom teaching, we explore the teaching design, teaching form, teaching path and evaluation standard etc. of"Life-oriented Chinese". We strive to explore and better the traditional classroom-teaching mode. On the basis of liberating our teaching thoughts, changing our teaching principles and improving the teachers'teaching abilities, we hope students can absorb the life material, accumulate what they feel in life, stimulate the interest in appreciating beauty, improve the abilities of practice and application and promote the whole progress and harmonious development of the students'language quality by means of extensive reading and life experience. Thus, we adopt five great strategies, namely firming the activities of"Life-oriented Chinese"by taking classroom as main battlefield, setting up the platform for the research of"Life-oriented Chinese"by having the campus as a setting, widening the teaching outlet of"Life-oriented Chinese"by having the society as a background, enriching the research contents by taking network as a stage and promoting the teachers'teaching abilities of"Life-oriented Chinese"by taking project research as a handle. By studying the texts, we've developed the"life elements"in the new material and based on the classroom, we've formed"the life phenomenon"of classroom teaching. In the process of teaching, we've realized the combination of the subjects and constructed a bridge between study and life. In the process of study, we set up "Our Campus with Book Fragrance"to match"Life with Book Fragrance"by organizing the whole schoolteachers and students continuingly to take part in the book-reading festival. Besides, by"Video of China", we make the Chinese teaching become a very effective carrier to promote the interaction among the schools and also to enrich the campus life. Furthermore, we take the advantage of the broadcasting station"the Voice of Pujiang"and encourage the students to go out of the classrooms and the textbooks and use their voices and words to write their life of"Oversea study". What is special are the forums"China Breeze"and"Foreign Language", which makes the oversea students have the chances specially designed for them to practice their foreign language and make the effect of the research benefit each of the students. During the research, we concentrate on the social focuses and make social life and Chinese study hand in hand. We make full use of the holiday resources and try to make every activity show the marks of Chinese. We use Internet resources to narrow the gap between the book world and the life world. With the help of class homepage and the network forum, we carry out the hyperlink of class life and study life, of realistic world and virtual world. On the basis of classroom teaching and after-class extension, we try establishing the evaluation system for the"Life-oriented Chinese". The result of the research is as follows: The students benefit a lot from that. Not only have they raised the interest in Chinese learning, but they have improved the abilities of listening, speaking, reading and writing as well. What's more, the course of the research also makes the teachers gain a lot. They've commonly improved the teachers'abilities of further understanding the texts, the awareness of comprehensive activities and carrying out teaching research, which has really fulfilled teachers'professional growth and development in the process of teaching research.