The Exploration Of Normal High School Chinese Elective Course Teaching Modes

With the gradual deepening of the reform of new curriculum, the loss of the value and meanings of an elective course has already drawn the attention of theory researchers and the front-line teachers. During the implementation of the reform of Chinese elective courses, it not only lost the cultivation of students’ individual development and the visions broaden, but also lost the effective education of students’ cultural literacy. Compared with compulsory courses, it seems that there is no difference of the teaching methods and the teaching modes between compulsory courses and elective courses. Therefore, the researcher took two Chinese elective courses of PEP, which are “Appreciation of Chinese Ancient Poetry and Prose” and “Chinese Culture Classics Study”(short for “two courses”) as the research object. Investigating from the three aspects(characteristics of the textbook, course requirements and curriculum objectives), the researcher managed to find out the advantages and disadvantages of the two courses’ temporary modes and put forward the renewed and restructured teaching modes.This research is supported by the theory of “Education Modeling” by Youliang Zha and “Middle School Chinese Teaching Modeling” by Daoen Yin and is based on the eight phases of qualitative modeling. Combining some related theories of Humanism、Constructivism、Mastery-Learning Theory and Dialogue Theory to establish the teaching modes of “the two courses”.This research mainly adopted literature survey, case study, and classroom-observation, and based on “the two courses” contents, lesson plans, real teaching cases, and etc., to analyze and conclude the advantages and disadvantages of current modes to establish and optimize renewed teaching modes.As concluded, there are a series of teaching modes. Poet teaching section includes five modes: “To comprehend by questioning”, “To appreciate by reading”, “To analyze by interpreting”, “Worksheet-guided learning by unit” and “Previewing-Exchanging-Exploring by reading”. Prose teaching section involves two modes: “To summarize by interpreting”, and “To explore by querying”; Classic teaching section includes three modes: “To comprehend by interpreting”, “To expound by teacher”, “To explore by clearing the structure”.A series of new teaching modes have been restructured and optimized. Five modes are involved in poet teaching section, they are: “Guiding in a whole teaching”, “To contrast by the method of appreciating”, “To practice about special subjects”, and “To comprehend by experiencing”, “To review by versifying”, Prose teaching has four modes: “To comprehend by seeking the key”, “To imitate by seeking the key”, “To analyze by contrasting”, “Heuristic Education”; Three modes are involved in classics teaching, they are: “To explore the main question”, “To exercise by self-learning of worksheet”, and “To extend the extracurricular knowledge”.The summarization of the current teaching modes of Chinese elective courses and the reconstruction and optimization of new teaching modes can be provided for the front-line teachers to make choices, have a recombination and do a further exploration in the real teaching practices, therefore, reaching the real value and meaning of Chinese elective courses.