Communication Under The Perspective Of High School Chinese Teaching Effect Is Explored

In recent years, the teaching effectiveness of Chinese education has received wide concern from both educationalists and scholars on Chinese. The situation of senior middle school Chinese teaching, in particular, is far from satisfactory and it is hard to achieve the teaching objectives. Among the various disciplines in senior middle school, Chinese is a subject which seems important but in fact receives little attention from the teachers, parents and students. To the students, Chinese as a subject is easy to learn but difficult to master. There will never be a question as "knowing or not knowing". Most senior middle school students hold that although there is no pressure in the Chinese language classroom, the improvement of Chinese language level still requires long-term accumulation. Coupled with the randomness and flexibility of the design of Chinese examination papers, even though the students work hard and do many exercises everyday before the College Entrance Examination, it is hard to obtain an ideal result in only one year or two. In other words, the efforts paid and the achievement obtained is hardly in proper proportions, which only makes the students less interested and less motivated in Chinese language learning.Communication effect is an important area of the fields of communication research. Some achievements have also been made on the research of communication effect. Any communicative activity is in the purpose of dissemination. Education is a missionary process aiming to change the students’values, attitudes and behaviors through a certain way, that is, to influence and change people. This process has a clear purpose. For educational communicators, the effect of communication is more worth emphasizing and the research on it can promote the timely adjustment of the dissemination contents and ways of dissemination according to the recipients’feedback, and thus give instructions to the following education dissemination activities.This thesis focuses on the weak spreading efficiency existing in the current senior middle school Chinese language teaching from the perspective of communication and gives some suggestions on the contents of communication, ways of communication and ways to give feedbacks, hoping to make a little contribution to the research on Chinese language teaching. The following is the content of this article:Chapter one is about the Communication effect in the communication process of Chinese Language teaching. It mainly discusses the connotation of communication effect in language teaching. Talking about the definitions and classifications of communication effect both in the field of communication and in education, this part illustrates the characteristics of communication effect in Chinese language teaching, including the late effectiveness, invisibility and humanism of Chinese Language education.Chapter two describes the current situation of communication effectiveness of Chinese Language teaching in senior middle school. It is the focus of this article. By using the communication effect theory in the field of communication, the author gives an interpretation of the problems occur in the communication process of Chinese Language teaching, including the choice of information in Chinese Language teaching, the passiveness of the learners, the wide use of multi-media technology and the ineffectiveness of classroom interaction in Chinese Language teaching.Chapter three puts forward some strategies to enhance the communication effectiveness in senior middle school Chinese Language teaching. Combining the communication theory and language Chinese Language teaching theories, this section focuses on communication barriers in the language teaching process and gives suggestions in respect of the communicators, the communication content, the mode of transmission methods, and the feedback.Chapter four aims to give some comments and suggestions on the effectiveness of Chinese Language teaching. The focus of this part is on the evaluation of Chinese Language teaching effectiveness and gives some personal suggestions. Just as the new curriculum reform gives much emphasis on students’crucial part, the evaluation of the communication effectiveness in teaching should also take students’needs and advices into consideration, letting them be the main body, and combine descriptive and qualitative evaluation, process evaluation and students’self-evaluation during the evaluating process.