Default And Generation:the Dialectics Of The Classroom Teaching Of Middle School Chinese Language

In the traditional language teaching, language teaching design, teachers to realize the teaching goal, for the implementation of education will show a static design. Teaching mode basically is the teacher, students, teachers, students learn to echo what the books say. These years, with the deepening of new curriculum reform, the Chinese classroom teaching of middle school had turn the world upside down changes:multimedia, flexible design, dynamic generation, autonomous and cooperative study, contact life, effective teaching, effective classroom has is the most popular words. The traditional closed classroom has hindered the development of students’ personality, the new curriculum requires teachers to change their teaching concepts, students are required to change the way of learning.In the background of the new curriculum reform of Chinese classroom design, is a pluralistic, open and dynamic mechanism. Default is reflected in the process of teaching interactivity, take the student as the carrier, the creation of diversified forms of activity, improve the students "language literacy " optimization. Teaching is the elastic design and dynamic generation of dialectical unity. Presupposition is to generate, in order to better achieve the preset generation. Presupposition and generation of classroom teaching can better cultivate students’ questioning difficult problem consciousness, showing students’ personality unique thinking ability, meet the students’ desires. At the same time, can also help teachers wisdom and the realization of teachers’ professional development. Generative classroom is the modern Chinese teaching excellent. Chinese teaching in middle school is the presupposition and generation of dialectical unity.Under the background of the new curriculum, teachers have no real understanding of the connotation of preestablish and generate, no grasp of presupposition and generation characteristics, in the processing of classroom teaching presupposition and generation problem into the misunderstanding. The author on the basis of previous studies, and other disciplines related to outcomes, through elaborating the presupposition and generation meaning, content, characteristics, as well as the presupposition and generation of the relationship between the two, so as to explore how to effectively implement design achieves wonderful generation, and ultimately achieve the purpose of improving teaching effectiveness.This thesis is divided into three parts. The first part, on the presupposition and generation of concept, elaborated the connotation of presupposition and generation, as well as the presupposition and generation of content and characteristics. The second part, in the face of the new curriculum reform in the new classroom, a new concept, we how to design and produce. This article selected in their classroom teaching in secondary schools in the typical case and teacher language teaching classroom memoir, discusses the design principle and error, generation principle, method and error. Intended for a secondary school language teachers better elasticity presupposition and dynamically generated reference. The third part, according to the main point of this paper, how to handle correctly the relationship between preestablish and generate, combining the teaching practice, proposed own opinion, and cited the case, do the further explanation, demonstration. Presupposition and generation under the background of the new curriculum is a new concept, teachers need to continue teaching in the use of related methods, found problems related. The author’s own limited capacity, this is not deep enough, hope this paper can provide new course Chinese teaching presupposition and generation research open a window.