Rural Middle School Chinese Classroom Teaching Of Life

Chinese is a subject with strong practicality. Domestic Chinese lifestyle teaching ismarching from theory to practice in recent years, and stepping into life is a new call for Chineseeducation. Nevertheless, there are some problems in Chinese teaching at rural secondary schoolaccording to the autor’s more than a decade Chinese teaching practice in rural school. Forexample, teaching resources in rural schools are outdated; teachers change their education ideasslowly and they always ignore the leading role of students in the class. Under such a climate,the Chinese lesson is lucklaster as Chinese learning and life is disjointed. However, to someextent, rural children have more colorful life experience than urban; rural areas have moreabundant teaching resources than cities. For rural children, their life background is vast land,beautiful nature, simple people and classic culture. Additionally, articles excerpted in currenttextbooks are mostly written on the basis of the author’s life experience and inspiration.Accordingly, Chinese teaching in rural secondary school must make the most of theseadvantages and teaching lessons should be designed around students’life experience. Only thisway can the Chinese class be full of rural flavour and will students show more interests in theclass. Finally, students’ Chinese levels are bound to improve.This essay, taking rural secondary school’s Chinese classroom teaching as research object,anlysts current situation, shows inflencing factors and compares the gap between rural andurban secondary schools. Then the author’s teaching opinion, namely, lifestyle teaching at rualsecondary school, comes up.This essay contains three parts.Part One: Significance of Lifestyle Chinese Classroom Teaching at Rural SsecondarySchools. The concept of lifestyle Chinese teaching is explained from three sides: theoreticalbasis, connotation and reasons for implementing lifestyle Chinese classroom teaching. Then itillustrates the significance and goal of lifestyle Chinese classroom teaching at rural secondaryschool. Such teaching method can help break the bottleneck of current Chinese teaching at ruralsecondary schools. And it is designed based on students’ life experience and can lead Chineseteaching back to life. Finally, students will be more interested in Chinese learning and canbetter use Chinese in real life. To design suitable classroom teaching for rural secondary school is positive and meaningful, which will provide a new opportunity for the deepdevelopment of rural teaching reformation.Part Two: Current Status and Reason Analysis of Chinese Classroom Teaching at RuralSecondary School.. Affected by school location and teaching resources like teachers, there aremany problems in Chinese lessons at rural secondary school. Specifically, teaching content,teaching form, classroom assessment and homework assignment are all divorced from life;teachers always ignore students’ life experience when making teaching designs. Therefore,Chinese lessons lose flexicity. This part finds out problems, learns the reasons and provides abasis for the following solution strategy.Part Three: Teaching Strategy of Lifestyle Chinese Classroom Teaching at RuralSecondary School. This part gives respective relolution for above mentioned targets,influencing factors and gaps: developing abundant and special teaching resources at rural areas;absorbing urban advanced teaching resources; introducing life to Chinese lessons; stimulatingstudents’ learning desires. That is to say,“from life to class” and “from class to life”.Reading and writing are two keys in Chinese teaching. Thus the author gives specific andfeasible teaching methods in these two sectors based on her specific teaching practice.The Last: Teaching Case. The author shows how to activate students’ life experience atChinese class in rural secondary school and let rural flavour prevailing at Chinese class bymeans of introduing specific teaching cases.