The Specific Application Research Of The Method Of Six-step Classroom Teaching In The Different Style Teaching Under The Background Of New Curriculum Reform

Wei ShuSheng is a successful contemporary Chinese language educationreformer in China. Through the research of Wei Shusheng’s education thought,teaching content, and the method of teaching, we concluded that teachers should bethe researchers of curriculum in education reform under the background of newcurriculum reform． The method of six-step classroom teaching put forward by WeiShusheng to meet the teaching concept which advocated by the new curriculumreform, has been widely learning and application. However, it appeared the problemsof mechanical application and simple imitation in the process of application． Theroot of the problem is not stick to the student’s dominant position in learning， thespecific reason is not to conjunct the learning situation of students with the knowledgein place in the implementation of teaching. To solve these problems we proposed thatin the application of the method of six-step classroom teaching we should adhere tothe principles of democracy，students’ subjectivity, flexibility and so on.Narrative， expository, argumentative is the most basic three style, we combedthe characteristics of these three kinds of style from the article basic elements " theme,materials, structure, language,".analyzing the problems faced by Students learn thevarious stylistic combined with the principle of the application for the method ofsix-step classroom teaching, we put forward the mode of six-step classroom teachingin narrative, expository, argumentative. And design the corresponding examples ofteaching in order to clearly present the specific application of the six-step classroomteaching in the teaching of the course in the three kinds of literary reading.In the reading course of narrative study we can guide the classroom teachingwith the multi-level orientation by language-structure-subject, with the self-study ofthe time-space structure, with a scenario discussion and answering form and with themobility self-test. For the study of the expository we can design the classroomteaching with the core orientation of the "theme first", with the self-study ofgeneralization supported by various means, and put "contrast reading " as the mainmeans of discussion and answering,and with the practical self-test and self-knot. For the learning of argumentative we can refer to these aspects to design classroomteaching, for example,the orientation with the core of "structure", the self-study withthe center of " questioning ", the discussions and answering leaded by teachers, theself-test and self-knot reflecting differences.