Study On Dilemmasand Optimiztions Of Secondary-School Chinese Inspiration Teaching

The Chinese Language Curriculum Standards which is issued by Ministry of Education points out that: Chinese learning has the characteristics of emphasizing emotional experience and inspiration.Therefore, the inspiration teaching occurs, it reflects the spirit connotation of new curriculum, and provides chances for secondary-school Chinese teaching reform. The word “inspiration”discloses the mental characteristic which can reflect the mental process of students in the Chinese teaching process visually. Therefore, it is of great importance to cultivate the inspiration ability of students. In the research,from the perspective the teaching practice, relevant concepts such as inspiration and inspiration teaching are clarified, problems occurring in the implementing process of Chinese inspiration teaching, as well as reasons causing the problem, and optimizing strategies to solve these problems occurring in Chinese inspiration teaching will be put forward.The thesis is divided into five chapters.In the first chapter, problems which are put forward, research significance and the basic connotation of inspiration are introduced in the thesis. It is easy to know that inspiration is a process of feeling and understanding, and then the connotation of inspiration teaching and Chinese inspiration teaching are illustrated.In the second chapter, it relates to the theoretical part of secondary-school Chinese inspiration teaching. The theoretical part includes the value of secondary-school Chinese inspiration teaching,characteristics and the implementing process. That the inspiration teaching emphasizes cultivation of students’ inspiration will be discussed carefully in the part, so that the spirit power which can reform and evoke the students will be facilitated. Then, four characteristics such as subjectivity, individuality, emotionality and integrality of inspiration, as well as implementation process of inspiration teaching will be described as soon as possible.In the third part, dilemmas of secondary-school Chinese inspiration teaching will be researched and discussed. It can be deferred from interview on a certain secondary school in Changsha; the inspiration of students can be summarized into “hurry” inspiration, “replacement”inspiration, “partial” inspiration and “casual” inspiration.In the fourth part, reasons causing the dilemmas of secondary-school Chinese inspiration teaching will be introduced in the following. Through analysis, it finds that there are four reasons causing the problem: teachers do not really understand the connotation of inspiration teaching, teachers are not equipped with a set of scientific and reasonable practice strategies,teachers and students do not prepare enough, and the individual cognition of students are totally different.In the fifth part, the secondary-school Chinese inspiration teaching will be optimized. In the part, inspiration teaching, as a teaching strategy,is put forward. First of all, inspiration is motivated in the knowledge accumulation process. Students should read sufficiently in class due to the fact that reading is the basic method for inspiration and is the important means to develop language, and the Chinese accomplishment is not high without favorable language sense accumulation. In the meantime,students should read extensively outside the class. Secondly, the inspiration will be integrated in the multi0-element teaching. The individual differences of students should be respected in multi-element teaching. A lot of teaching methods will be used for inspiring teaching.Thirdly, the inspiration will be motivated in communication and interaction. In the favorable interaction atmosphere, personality of teachers and students will be activated; mentality of them will be improved. At last, the inspiration will be deepened in the enlightenment of teachers; teachers become leaders in the inspiration teaching process,so that the enlightenment of teachers will exert the protruding effect.