A Study Of Chinese Teaching Of Boys-only Experimental Classes Of Shanghai Eighth Middle School

In recent years, with the influence of the education systemand social factors, the‘boys crisis’ phenomenon hasappeared. In2012, the eighth middle school that is the‘single-sex education’ of the traditional girls school inShanghai has setted up the boys-only classes.It is hopes thatthrough the establish of the boys-only experimental classes,gradually transition it to a full of boys’ school.Theboys-only experimental classes have their own uniquecurricula and teaching contents, especially in the Chineseteaching,which have got great results. The classes teachingpurpose are to develop students’sense of justice, and enjoylearning,as well as be good at thinking. They are through bigfour courses——‘Generated Idol’,‘SurvivalExperience’,‘Digital Talent’,‘Differences inUnderstanding’ to cultivate students to possess ‘loyalty,responsibility, independence, intelligence’ four qualities.First， the thesis through an introduction to the basicsituation of boys’ classes; then, to the development ofChinese teaching curricula and use of teaching materials,teaching contents and teaching methods, etc. Last, the boys’ classes that have single-sex education characteristics canbe used as a reference for the development of the contemporaryeducation diversified.In the introduction of the thesis, the origin of boys-onlyexperimental classes and the causes and significance of thestudy have be elaborated in details. In the conclusion of thethesis, the author will through the survey data to displaythe different attitudes from the society and the students’parents about the boys-only experimental classes. Finally itis pointed out that single-sex education as a kind ofeducation diversified teaching mode, which is alsobeneficial to both teaching girls and boys.Besides theintroduction and conclusion, there are six chapters in thethesis:The first chapter involves introduction of the basicsituation of boys’ classes,such as enrollment situations,teaching ideas and implementation strategies, etc.The second chapter refers to the persons who draw up theChinese curricula for boys’classes, which include expertsfrom society, teachers from teaching and research group andstudents from boys’ classes, which reflects the democracy,participation and initiative of students.The third chapter through the Chinese teaching embed inthe four courses (‘Generated Idol’,‘Survival Experience’,‘Digital Talent’,‘Differences in Understanding’) toelaborated the characteristics of gender education.The fourth chapter analysis the cause of the High SchoolChinese Textbooks are not suited to the boys-only classes,such as ‘Feminine Characteristic’,attaches more greatimportance to the ‘Humanistic Characteristic’ than the‘Instrumental Characteristic’ and insufficiency of‘Epochal Character’.Besides, the advantages ofself-designed teaching material are described in details.The fifth chapter mainly analysis the teaching methods,include Three-dimensional Holographic Method, MoviesTeaching Method, Reading Teaching Method as well as otherSupplementary Teaching Methods (Class Self-managementMethod, Happy Reading Method, SMI Learning Method, TestMethod, Parent-School Interactive Method).The last chapter shows the superiority of the boys-onlyexperimental classes through the personalized courses,teaching contents and teaching methods to express the respect for the students ‘subjectivity’ and ‘otherness’, whichalso can be served as a teaching enlightenment to the mixedclasses.