A Case Study On Heterogeneous Classes Of Chinese Language Teaching In Senior Middle School

Chinese teaching in new curriculum to bring opportunities for language teachersalso face challenges. Facing the new situation, every language will be a positivechange in education for teachers ’ teaching ideas, and strive to enhance personalperformance. Building an effective classroom, as a medium priority. Senior Chinese"heterogeneous" is to promote teachers ’ professional development, creating a form ofteaching to support efficient classroom. With heterogeneous, could help teachers diginto teaching materials, teaching design to improve teaching efficiency, developingtheir own teaching style, so as to promote teachers ’ professional development."Heterogeneous" of teaching and research, can throw the players wisdom collisions,absorbing, significantly improve the level of education and teaching effectiveness.While creating an open learning environment, developed a stereoscopic educationalresources, mobilize the initiative of the vast number of teachers, really promoted thefurther development of school-based teaching and research.This research based high school language teaching practice, in clear defined"with class heterogeneous" concept of based Shang, reference related theory results,from teaching content and teaching method two a dimension degrees respectivelyanalysis high school language teaching "with class heterogeneous" of "with" and"different" and contact, turn on language "with class heterogeneous" activities ofeffect degrees and limits problem made theory analysis and practice reflection. Inparticular, the studies based on the particularity of Chinese curriculum and teaching,focused on how different teachers face the same text to determine course content,determine what, and on what issues. Also from the perspective of the relations amongthe teaching content and teaching method on "heterogeneous" and adapt to theteaching contents in teaching methods. By senior Chinese "heterogeneous" teachingcase studies on changing teachers ’ attitudes, provide an effective way to promoteteachers ’ professional development and ways. There are four parts in this article:Part one: is primarily to raise questions, combined with research to defineconcepts, commented on the significance of the issue, both content and researchmethods. Part II: from peer mutual aid theory and optimization theory elaborated on twoareas of teaching and education of senior Chinese "heterogeneous" the theoreticalbasis for implementation.Part III: from the perspective of educational content in high school Chineseteaching "heterogeneous""same" and "different" and its associated, which clarifiesthe language "heterogeneous" validity and limitation of activity. Through case studies,analyses the content based on the teaching of Chinese. Clearly "and" seeking"differences were senior Chinese" heterogeneous "the inherent demands of teaching,please," and "Save" the difference "high school Chinese" heterogeneous "of teachingideals.Part IV: from the perspective of teaching method of language teaching in highschool "heterogeneous""same" and "different". Clear on the contents and methods ofthe dialectical relationship between teaching content and methods, knowledge andpractice from the perspective of unified content and method "heterogeneous", a clearand reasonable content there should be the right way to implement. Final adoption"and" including "differences between explicitly" and "reasonableness" different"inevitability, to explore the" heterogeneous "validity, in order to promote theefficiency of classroom construction, promote teacher professional development.Adhere to the principle of combining theory and practice in the present study,based on the actual Chinese teaching in middle school, tried to find A Chineseteaching optimization, improving the classroom efficiency of teaching methods, witha view to the majority of middle school Chinese teachers Providing teachingassistance.