Case Study Background Introduced High School Language Teaching

For a long time, Chinese classroom teaching has it’s inherent pattern. At the beginning, we introduce the background knowledge which relevant to the text. And then, on the basis of the background knowledge,we begin the classroom teaching. No matter what the program objective it is, we keep on this model."The common background teaching almost has just one model: induct the new class-Introduction of the author-background introduction,even the sentence is as the same."Some researchers suggested that"Using the same pattern often interrupt students’ reading passion and thinking and effect the fluency of their reading."In this background, How to lead in background knowledge in the Chinese class which can really help students understand the text should be a considered seriously question.In order to further study, we choose Ms. L who teach Senior high school students in S middle school as a case study.Through classroom observation and interviews to investigate into that the Ms. L how to deal with the background knowledge in the class to find the distinguishing feature and analysis Influencing factors.In the course of the study,the content of background knowledge Ms. L introduced,are divided into three categories:the description background knowledge,annotation background knowledge,the comparison background knowledge The background knowledge which Ms. L introduced in the class include the three categories,but the description background knowledge accounted for the largest proportion.The second is the annotation background knowledge.And among the seven new teaching,only two of them involved the comparison background knowledge.In the way of introduction,we divided it into two categories by the subject who lead to the introduction.The subject is the teacher or the students.Almost all the introduction in Ms. L’s class is leaded by the teacher. According to the introduction of time,we divided it into three categories:in the beginning of the class,at the middle of the class,at the end of the class.Through classroom observation,Ms. L give introduction in the three times but she preferred to give introduction at the end of the class which can not limit the students’ thinking.By using the schema theory,this thesis divided function of the background knowledge which introduce in the class into three categories,constructing the reading schema,activating the reading schema and guiding the reading schema.At Ms. L’s classes,the three functions are reflected but among them the constructing function and activating function account for a large proportion especially the constructing function.The study found that the background knowledge introduction of Ms. L have the distinguishing feature as follows: Ms. L prefer to introducing conceptual schema knowledge;According to the difference of the literary styles,Ms. L introduced different background knowledge and paid more attention to students’cultural accumulation;In the way of introduction Ms. L did not fix it into a fixed method and fixed time and hoped that the introduction can be given by the understand of related text;Meantime,Ms. L try to improve students’writing level by giving introduction of the background knowledge.There are two important influencing factors of Ms. L’s choice of background knowledge.First is the knowledge schema of Ms. L,the knowledge accumulation of a teacher which is the foundation of the introduction. Second is the cognitive schema of Ms. L including the cognition of the curriculum standards,compiling of textbooks and extracurricular books,students’ understanding level and investigation form of reading ability.To improve the effectiveness of classroom teaching of Chinese,about the introduction of background knowledge Chinese teachers should pay more attention to the parts as follows:Giving consideration to both the conceptual schema knowledge and the material schema knowledge;Giving the same consideration to the function of construction,activation and guiding.Respecting the student main body status and giving a more targeted introduction.Improving the knowledge schema and cognitive schema.