New Curriculum Reform Period,the Problems Existing In The Rural Middle School Chinese Teaching And Way Out

With the reform of the new curriculum in the country, rural secondary schools are also influenced by it and into the curriculum reform era. However, even if there are many education experts and front line teachers are busy with the city as the center of the new curriculum reform which has achieved some successes, but the success method of Du Langkou can not use in every country, the problems of the reform in rural high school appears endlessly. The Chines has rich content, so it has difficult in reforming, and bears the brunt of high school curriculum in the country. Through survey and interview the Chinese teacher in a village in Hunan Hope Town School, and then realize some related teaching conditions in the school, in order to find a series of problems Chinese teaching in the rural high school. The problems mainly in the following four aspects target pseudo-language curriculum sanctification, recognizing simplistic examination of the substance, of inefficient practices. The reason is mainly reflected in three main areas:language teaching, students’ language learning and school management. First, the professional quality of Chinese teachers in rural secondary school is not high, their working attitudes is generally negative and teaching educational capacity is limited, which leads the inappropriate understanding of the language curriculum, inadequate study and implement scientific; Second, students’ Chinese learning. Due to the lack of professional guidance, specialized curriculum guidelines and also lack of special training, their language learning attitude is not clear, the habit has not changed, the learning method did not improve;Third, the school management. Due to the limited financial resources, and the School orientation can not reflect the aims of curriculum the ideas of running schools do not fit the thought of curriculum, even the efficiency of school conditions can not be guaranteed the curriculum, which leads the curriculum can not spread widely and deeply in rural secondary schools. Thus, the reform of Chinese in rural secondary schools have lots of difficult. Although there are more difficults, we will face and the challenges and find a breakthrough to solve the problem. Therefore, this paper through the analysis of the existed problems and the causes of Chinese curriculum in rural middle school and pointed out the reform ways:encourage teachers to enhance their curriculum professional standards and lead the students to adapt a teaching method-independence, cooperation, exploration. Appeal the school leaders to break the shackles, changing the backward of teaching management model in rural secondary schools, creating a good cultural atmosphere, so that curriculum can be carried out more smoothly. Hoping to work with the front-line educators and teachers to welcome the early success of Chinese teaching in rural secondary schools.