| In2011the ministry of education puts forward the new Chinese curriculum standard of junior middle school stage. The basic idea is improving students’Chinese accomplishment, grasping the characteristics of Chinese education correctly, advocating the independent, cooperative, inquiry learning method actively and striving to build an open and dynamic Chinese curriculum.In order to seek new development, Hunchun No.4Middle School began to implement the new teaching mode. Since2009, it began to learn from Shandong Du Langkou teaching mode and it achieved a little accomplishment. In2011it put forward "differences-adaptability" teaching method. This essay is to investigate and analyze the present situation of Hunchun No.4Middle School Chinese teaching method reformation and analyze whether it can meet the requirements of modern Chinese teaching.This essay mainly adopts questionnaire and interview to collect materials. It investigates and analyzes the actuality of Hunchun No.4Middle School teaching method. It mainly investigates the school teachers about the operation of "difference-adaptability" teaching method, how well the students adapt in this learning method and the accomplishment of the school after using this teaching method. It also analyzes the problems of teachers and students in this teaching method and gives some suggestions.Through the survey, the teachers of Hunchun No.4Middle School use the "difference-adaptability" teaching method widely. Teaching design, classroom management, holiday homework, extracurricular activities and other aspects changed according to students’differences. And at the time the students has also changed from their classroom performance. But in the process of curriculum reform the teachers also have a lot of confusion and problems. First of all, the teachers have not yet fully understand the connotation of "differences-adaptability" teaching method and the consciousness to reform is not strong. For this kind of teaching method, though the teacher has used it not always. While the students adapt the "difference-adaptability" teaching method, their subjective initiative have not been fully mobilized. The class discussion is not positive. The students have no sense of urgency and pressure for Chinese subject. Besides the teachers give questions in class, the ability of students to ask questions about the text is poor.And all these problems exist in teachers and students when they use this teaching method and research on it. For Hunchun No.4Middle School teachers, school curriculum reform is one reason, but it is also the requirement of education environment. From the consideration of their own professional progress, the teachers should also carefully study the teaching method reformation. The students are passive who have to follow the teacher’s leading. Whether this teaching method exactly have stimulate students potential, or develop students on the basis of students’differences, using the differences between the students need further research.Starting from the problems of Hunchun No.4Middle School teachers, we can see the future and the necessity of application of difference-adaptability " teaching method. Through the investigation, the school has done enough to prepare for curriculum reform, but from the point of teacher’s quality, it restricts the rapid development of the Hunchun No.4Middle School. So as mentioned in the proposal, the suggestions focus on how to further perfect the teachers’professional development, and enhance their consciousness of teaching reform are put forward. I hope this essay can provide some feasible suggestions for Hunchun No.4Middle School Chinese "difference-adaptability" teaching method and some reference suggestions for Chinese curriculum reformaton. Make this teaching form can accord with the core concept of new Chinese course standard "everything is for the development of every student" which is put foreword by the ministry of education of junior middle school. |
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