The Existing Problems And Countermeasures Research On Junior High School Language Curriculum Teaching

The class of Chinese language activity focuses on the students language learningactivity as the center to organize teaching,which is a kind of teaching mode of depending onthe language knowledge and the basis of practice，with students autonomous learning toobtain the direct experience.Chinese activity course is an important component of Chineseteaching, is an extension,consolidation and development of Chinese basis course, and thelanguage classroom teaching are equally important position. It can not only make up for thedeficiencies of the traditional Chinese classroom teaching, but also can promote thedevelopment of students’ comprehensive quality. However, the current junior high schoollanguage curriculum teaching overall situation is not optimistic in our country, can’t reachthe desired effect.In this paper will present some feasible countermeasures aim at theproblems and reasons existing in the junior middle school Chinese curriculum teachingwhich according to the basis of education teaching theory knowledge even combined withteaching practice, to have some reference for Chinese curriculum teaching and promote therole in our country.The content of this paper mainly includes three parts:The first part is the activity of Chinese domestic status of research, and the basis of thistopic research and related conceptual definition.The second part is the problems and reasons existing in the current junior middle schoollanguage activity. Here selection five different types of school teachers and students inHandan city, Hebei province to visit about the junior high school language curriculumdevelopment, through questionnaires and analysis of the questionnaire results, summarizesthe problems and reasons existing in the current middle school language activity: First is theschool leader did not attach enough importance to the activity, target fuzzy, followed by theteachers, directly affect the development of the language activity; The second is the teachingtime is not enough so that difficultly to guarantee the teaching effect; The third is the currentteaching content just draw a simple design and the lack of progressive teaching planning, leadto the teaching contents lack of pertinence, cannot meet the needs of the students’ practical development; Next one is relevant departments of the language teacher training is not in place,the teachers do the activity of Chinese teaching is almost with self-study orself-understanding. The teaching pattern seems single, stylized, and makes the activityteaching own vitality didn’t get into full play; Finally，the teaching safeguard mechanism isimperfect even lack of scientific and rational teaching evaluation system, it is difficult toarouse the enthusiasm of teachers and students in the language activity.The third part, in view of the above situation, puts forward four feasiblecountermeasures: First is to establish and perfect the safeguard mechanism of the school.Including: class hour, funds and perfecting the evaluation mechanism. Mainly from threeaspects that the school of Chinese curriculum teaching evaluation, teacher to student’sevaluation, students’ evaluation of teaching. The second is the development of integration ofChinese curriculum teaching resources. Mainly includes: the teaching subject, teachingresources base, the development and utilization of network resources.The content of the threeis to expand the teaching activity of Chinese language. Theory with practice, pay attention tothe development needs of modern society, broaden the field of language learning and use,promote the comprehensive development of students’ comprehensive quality. Finally is toexplore the language in the form of class teaching. Adopt the form of combination that theClassroom Teaching, the school extracurricular teaching and social practice.It points out that junior middle school Chinese class teaching should pay attention to theproblem. To deal with the traditional Chinese classroom teaching and the relationshipbetween the language teaching activity, teachers classroom teaching and students’ subjectivityrelationship, the relationship between campus activities and field trips.