Practical Study Of Junior High School Language Activity Classes

With the continuous advance of China’s curriculum reform, the reform of the language subject teaching needs. In order to change obsolete language subject teaching methods and content of the closed congenital limitations to reduce the high consumption in the teaching inefficient phenomenon, make up a single injection teaching shortcomings, highlight the dominant position of students, a reasonable set of language activities, courses, pro-active language activity classes teaching has become a top priority of education reform. Therefore, this paper attempts to explore the theoretical and practical classes on the junior high school language activities.Synthesis of existing research results, this paper attempts to junior high school language activity classes defined as follows:the direct experience and timely information for the guidance of students at the junior secondary level, to promote students’affective, motor skills and cognitive coordinated development of a series of educational exchanges the intermediary of the student body activities projects and methods. Ideologically in the course, highlighting the activities courses, direct experience and timely information as the main content, not just the human race culture; coordination of the prominent activities of course objectives, focusing on affective development, not just the giving and receiving of knowledge; highlight the activities of the course structure, emphasis on projects and methods of the student body activities, not just knowledge of the logical organization; highlight the course of the implementation process exchanges between students’self-organization and mutual inspiration, not just accept.The paper is divided into five chapters discusses. The first chapter is to analyze the current language pedagogical problems, pointed out the necessity to carry out activities in class. The second chapter is elaborated to carry out the junior high school language activities for teaching the theoretical basis and historical background. Focus leads to the constructivist theory, Dewey’s "learn by doing" and so on. The third chapter focuses on teaching practice from the point of view to reveal the content and features of the activity classes for junior high school language, and defines the targeting system of junior high school language courses. The fourth chapter is the main activity class implementation of the principles and implementation of process control two angles, discusses the moving target of the junior high school language activities curriculum, content selection. The fifth chapter discusses the junior high school language activities, teaching methods and activities evaluation. Combination of junior high school language activities for teaching in order to highlight the effectiveness of the paper, the actual design patterns and types of activities, a wide range of evaluation tools and forms, with strong operational and practical, which is also the papers activities teaching junior high school language study key part. The conclusion section summarizes the described research. Looking full text of this paper, preliminary study of junior secondary class practice of language activities, hoping to bring a bit of inspiration and reference, but also hope that our language activity classes can be conducted more impressive.