Application Of Teaching In Normal School Blended Learning To Read The Language

With the expansion of universities, secondary normal school students’ quality is becomingworse and worse. Excellent students enter to high schools then to Universities while thestudents who chose the secondary normal school are mostly lazy and undisciplined. It is hard toimagine what such students will be when they enter primary school to get into teaching work.Although the overall ability bias, the professional characters of those students decide theyshould have a variety of skills and comprehensive qualities. Exercises of vocational skills basedon certain knowledge are their learning significances in secondary normal school, TraditionalChinese-reading teaching model focuses on the teaching and spreading of knowledge.Characteristics and ability demands of secondary normal school are not obviously reflected.The requirements of students learning are unable to be met.Series of teaching reforms are being carried on in secondary normal schools under thepopularity of network. Those reforms are aimed to foster primary school teachers who are ableto meet the social needs. Chinese-reading course is one of the compulsory ones for secondarynormal school students and it is related to the development of the overall qualities of thestudents. So its importance is self-evident while the reading course teaching has met somedifficulties for the low level of secondary normal schools`students.In order to solve these problems the author, on the basis of previous studies, attempts to useblended learning methods in Chinese Reading courses. I hope to improve students’ interest inlearning through this way, and to enhance the comprehensive quality of the secondary normalschool students. On one hand I want to teach students in accordance with their aptitude bymeans of blended learning. Not only can teachers play a leading role but also the students canfully reflect their initiative, enthusiasm. So as to improve students`learning ability and othercomprehensive abilities. On the other hand, I wish to provide valuable reference for normalschool teachers in theory and in practice.Now the research of blended learning focuses on the study of network teaching. This papersoaks the blended leaning theory into the teaching of Chinese-reading,combines thecharacteristics of homed students with the characteristics of Chinese reading course. The traditional classroom teaching mode is the key point, practice and exploration with networklearning, performance and soon are also invoked, the essay enrichesThe theoretical connotation of blended learning. According to the present situation ofprofessional characteristics and quality of the students in secondary normal school,Chinese-reading teaching in secondary normal school is endowed with higher requirements.This study provides an effective method for Chinese-teaching to get rid of the dilemma, andgives a theoretical basis.This study illustrates the blended learning feasibility in practice through the analysis of thespecific cases. Some students are choosen from grade4Pingyuan Shandong secondary normalschool as research objects, and evaluation and analysis are also by made. In the course of thestudy, the author adopts students’ interviews, surveys and other methods and applies theimplementation of teaching cases with authentic materials. The author put strengthen onpractice in the research process. Secondary normal schools’ talent training goals have certainparticularity; Present situation of Chinese-reading teaching exist many problems. The designand implementation of the model are in view of the above two aspects. Secondary normalschool students neither have clear learning objectives nor the reassure of entering a higherschool, so they have no motivation to learn. In this environment without any pressure, they aremainly for leisure and recreation, learning is followed. The blended learning model canenthusiasm and initiative to maximum estent to mobilize students’ leaning,cultivate theirinterest in learning.It has been proved that this model through teaching practice proves that canmake students really involved in the learning process, so as to enrich their culturalknowledge;develop their analytical skills; oral expression ability; cooperative ability and soother comprehensive abilities; help students eventually metamorphose into a teacher.