A Study Of The Teaching Practices Of "heterogeneous Class" Based On Meta-cognition

Setting off from classroom teaching experiences of Chinese language and literature tosenior middle school students via the textbooks published by Jiangsu Education PublishingHouse and by following principles of cognitive psychology,pedagogic psychology,courseeducation theories, Chinese language and literature education theories, educational contrastive research, and so on, this present thesis tries to construct an empirical research on "samecontents different teaching’s" teaching practice of Chinese language and literature to seniormiddle school students within the general framework of meta-cognition: meta-cognitive knowledge,meta-cognitive experience,meta-cognitive monitoring.The first chapter classifies in meta-cognition terms the Chinese language and literature teacher, learner, teaching tasks and teaching strategy as concerned in “same contents different teaching”. Chapter two sets off from meta-cognitive experience, probing into three teaching models--one teacher’s “same contents multiple rounds” teaching experience of poetry, multiple teachers’“same contents different teaching” teaching experience of prose, multiple teachers’“repetition of same contents” teaching experience of writing. Under the direction of meta-cognitive monitoring, chapter three tries to formulate an effective set of “samecontents different teaching” and a carry-out model, develop an effective assessing instrument of the concerned teaching, by which specific and scientific results can be produced, anddevise and implement a formative assessment and a summative assessment.